The anatomy of the RAN-reading relationship

The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children...

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Bibliographic Details
Published in:Reading & writing 2016-11, Vol.29 (9), p.1793-1815
Main Authors: Georgiou, George K., Parrila, Rauno, Papadopoulos, Timothy C.
Format: Article
Language:English
Subjects:
Children
Cognitive Ability
Education
Elementary School Students
Fluency
Grade 1
Grade 2
Grade 4
Grapheme phoneme correspondence
Greek
Greek language
Information processing
Language and Literature
Linguistics
Literacy
Naming
Neurology
Orthographic Symbols
Orthography
Phonetics
Phonological Awareness
Phonological processing
Predictor Variables
Psycholinguistics
Reading Ability
Reading acquisition
Reading comprehension
Reading Difficulties
Reading Fluency
Reading Rate
Reading Skills
Social Sciences
Structural Equation Models
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Summary:The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-016-9653-9