Rapid Automatized Naming and Reading Performance: A Meta-Analysis.

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Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “…was either not modulated by orthography (Vaessen et al., 2010; Ziegler et al., 2010) or found to be stronger in inconsistent compared tomore consistent orthographies (Georgiou, Aro, Liao, & Parrila, 2015; Landerl et al., 2013;Moll et al., 2014; see also the meta-analysis by Araùjo et al., 2015).”
A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “Empirical investigations of the impact of orthographic consistency on the cognitive predictors of reading and dyslexia show unequivocally that serial RAN is one of the best and most universal correlates of reading ability (Araújo et al., 2015; Song et al., 2016).”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “again, RAN performance correlates positively with reading skills in readers with no history of reading impairments (Araújo et al., 2015).”
A Meta-Analysis of the Relation Between RAN and Mathematics (2017, methodology): “Araújo et al. (2015) and Scarborough (1998) showed that alphanumeric RAN (digits and letters) is more strongly related to reading than nonalphanumeric RAN (objects and colors).”