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Rapid automatized naming and reading performance: a meta-analysis

2015-08Journal article Open access
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dc.contributor.authorAraújo, Susana
dc.contributor.authorReis, Alexandra
dc.contributor.authorPetersson, Karl Magnus
dc.contributor.authorFaisca, Luis
dc.date.accessioned2018-12-07T14:52:40Z
dc.date.available2018-12-07T14:52:40Z
dc.date.issued2015-08
dc.description.abstractEvidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
dc.identifier.doi10.1037/edu0000006
dc.identifier.issn0022-0663
dc.identifier.urihttp://hdl.handle.net/10400.1/11153
dc.language.isoeng
dc.peerreviewedyes
dc.publisherAmerican Psychological Association
dc.subjectDouble deficit hypothesis
dc.subjectPhonological awareness
dc.subjectPublication bias
dc.subjectPoor readers
dc.subjectOrthographic consistency
dc.subjectDevelopmental dyslexia
dc.subjectRegular orthography
dc.subjectComponent processes
dc.subjectProcessing speed
dc.subjectChildren
dc.subjectRapid naming
dc.subjectModerators
dc.subjectMeta-analysis
dc.subjectReading
dc.titleRapid automatized naming and reading performance: a meta-analysis
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBPD%2F72974%2F2010/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FPSI-PCO%2F110734%2F2009/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/Incentivo%2FEQB%2FLA0023%2F2014/PT
oaire.citation.endPage883
oaire.citation.issue3
oaire.citation.startPage868
oaire.citation.titleJournal of Educational Psychology
oaire.citation.volume107
oaire.fundingStreamSFRH
oaire.fundingStream3599-PPCDT
oaire.fundingStream3599-PPCDT
person.familyNameAraújo
person.familyNameReis
person.familyNamePetersson
person.familyNameFaísca
person.givenNameSusana
person.givenNameAlexandra
person.givenNameKarl Magnus
person.givenNameLuís
person.identifier548901
person.identifier387336
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person.identifier.orcid0000-0002-8245-0392
person.identifier.orcid0000-0003-4859-8817
person.identifier.ridA-7424-2013
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person.identifier.scopus-author-id36678827900
person.identifier.scopus-author-id7202574376
person.identifier.scopus-author-id7006470225
person.identifier.scopus-author-id6503944802
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
rcaap.typearticle
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