The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children
Georgiou, G., Aro, M., Liao, C.-H., & Parrila, R. (2015). The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children. Scientific Studies of Reading, 19 (2), 135-144. doi:10.1080/10888438.2014.956927
Published inScientific Studies of Reading
© 2015 Society for the Scientific Study of Reading. This is a final draft version of an article whose final and definitive form has been published by Routledge. Published in this repository with the kind permission of the publisher.
We examined the relationship between rapid automatized naming (RAN) components – articulation time and pause time – and reading fluency across languages varying in orthographic consistency. Three hundred forty-seven Grade 4 children (82 Chinesespeaking Taiwanese children, 90 English-speaking Canadian children, 90 Greek-speaking Cypriot children, and 85 Finnish-speaking children) were assessed on RAN (Colors and Digits) and reading fluency (word reading efficiency and text reading speed). The results showed that articulation time accounted for more unique variance in reading in the alphabetic orthographies than in Chinese, and pause time for more unique variance in reading in Chinese than in alphabetic orthographies. If automaticity in RAN is manifested with a higher contribution of articulation time to reading fluency than pause time and with a strong relationship between articulation time and pause time, then our findings suggest that automaticity in RAN is reached earlier in alphabetic orthographies than in Chinese. ...