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Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

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Related Experiment Video

Updated: Aug 6, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

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Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency.

David Hoff¹, Tonje Amland¹, Monica Melby-Lervåg¹

¹Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway.

Journal of Experimental Child Psychology

|March 14, 2023

Summary

Rapid automatized naming (RAN) in early schooling strongly predicts shared reading and arithmetic fluency later on. Other cognitive skills primarily influence unique aspects of each domain, not this shared connection.

Keywords:

Arithmetic Longitudinal RAN Reading SEM Shared fluency

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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

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Published on: September 17, 2019

Area of Science:

Cognitive Development
Educational Psychology
Neuroscience

Background:

Reading and arithmetic skills share underlying cognitive factors.
Investigating shared processes between these domains in early school years is crucial.
Rapid automatized naming (RAN) is a known predictor of common fluency in both areas.

Purpose of the Study:

To examine the relationship between early RAN and later shared/unique variance in reading and arithmetic fluency.
To determine if other cognitive skills mediate the link between RAN and shared fluency.
To explore if these skills predict domain-specific fluency variance.

Main Methods:

Longitudinal study with 232 Norwegian children.
Assessed RAN in preschool and Grade 1.
Measured reading fluency and arithmetic fluency in Grade 3.
Analyzed phoneme awareness, working memory, processing speed, and symbol knowledge.

Main Results:

Early RAN (preschool, Grade 1) robustly predicted shared fluency in reading and arithmetic in Grade 3.
Other cognitive skills (phoneme awareness, working memory, etc.) primarily predicted unique variance in each fluency domain.
Control variables did not explain the RAN-shared fluency relationship.

Conclusions:

RAN is a significant predictor of the common foundation for reading and arithmetic fluency.
The mechanisms linking RAN to this shared fluency require further investigation.
Cognitive skills beyond RAN appear to support domain-specific fluency development.