Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

By Karin Landerl, H. Freudenthaler, Moritz Heene, P. D. de Jong, A. Desrochers, George Manolitsis, Rauno Parrila, George K. Georgiou. Scientific Studies of Reading, 2018

293 citations recorded by the source corpus.

ABSTRACT Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA–reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8df4a85801016f888ced27d4186e0fffb7de5899

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Citations in the corpus

A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability (2019, result): “This pattern is broadly consistent with recent longitudinal, cross-linguistic studies, which however reported interactive relationships between the above foundational skills and reading over time (e.g., Landerl et al., 2018; Peterson et al., 2017).”
A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “…across development and languages (Caravolas, Lervåg, Defior, Málková, & Hulme, 2013; Georgiou, Aro, Liao, & Parrila, 2016; Georgiou, Parrila, & Liao, 2008; Kirby, Desrochers, Roth, & Lai, 2008; Kirby, Parrila, & Pfeiffer, 2003; Landerl et al., 2018; Peterson et al., 2017; Vaessen et al., 2010).”
A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development (2019, background): “In contrast, there is good evidence that phoneme awareness, letter-sound knowledge and RAN are independent predictors of variation in reading skill which may be causally related to difficulty in learning to read (Hulme, Muter, & Snowling, 1998; Hulme, Nash, Gooch, Lervåg, & Snowling, 2015; Landerl e”
Universals in Learning to Read Across Languages and Writing Systems (2021, background): “Across languages, we find accuracy to be mainly predicted from phonological awareness, and speed from rapid automatized naming (see also Landerl et al., 2019; Moll et al., 2014).”