ArticleFrontiers in psychology2016
How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
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Who cites it
25 citing papers in PubMed.
- Motion perception and eye movements predict reading readiness: Evidence from pre-readers in an action video game task.iScience · 2026Article
- On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students.Journal of psycholinguistic research · 2026Article
- Rapid Automatized Naming (RAN) and Word Reading Fluency in Early School-Aged Children: A Pilot Eye-Tracking Study.Journal of eye movement research · 2026Article
- Listening comprehension and its influence on reading fluency in primary students with special educational needs: a study in mainstream inclusive classrooms.Frontiers in psychology · 2026Article
- Executive Functioning in Different Types of Reading Disabilities.Journal of Intelligence · 2024Article
- Dyslexia, the Amsterdam Way.Behavioral sciences (Basel, Switzerland) · 2024Review
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese?Behavioral sciences (Basel, Switzerland) · 2023Article
- The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children.Annals of dyslexia · 2023Article
- Cumulative genetic score of KIAA0319 affects reading ability in Chinese children: moderation by parental education and mediation by rapid automatized naming.Behavioral and brain functions : BBF · 2023Article
- Early predictors of reading success in first grade.Frontiers in psychology · 2023Article
- RAN-related neural-congruency: a machine learning approach toward the study of the neural underpinnings of naming speed.Frontiers in psychology · 2023Article
- How Word/Non-Word Length Influence Reading Acquisition in a Transparent Language: Implications for Children's Literacy and Development.Children (Basel, Switzerland) · 2022Article
- Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss.Frontiers in psychology · 2021Article
- The Structure of Processing Speed in Children and its Impact on Reading.Journal of cognition and development : official journal of the Cognitive Development Society · 2021Article
- Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates.Dyslexia (Chichester, England) · 2020Article
- Eye Movements During RAN as an Operationalization of the RAN-Reading "Microcosm".Frontiers in human neuroscience · 2020Article
- Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children.JAMA pediatrics · 2020Article
- Cognitive Correlates of Reading Fluency in Chinese School-Aged Children.Frontiers in psychology · 2020Article
- Predictive Examination of Phonological Awareness Among Hebrew-Speaking Kindergarten Children.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as "common cause" variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed.
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