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dc.contributor.authorGeorgiou, George K.
dc.contributor.authorAro, Mikko
dc.contributor.authorLiao, Chen-Huei
dc.contributor.authorParrila, Rauno
dc.date.accessioned2015-11-10T11:57:59Z
dc.date.available2016-03-10T22:45:06Z
dc.date.issued2015
dc.identifier.citationGeorgiou, 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. <em>Scientific Studies of Reading</em>, 19 (2), 135-144. <a href="http://dx.doi.org/10.1080/10888438.2014.956927">doi:10.1080/10888438.2014.956927</a>
dc.identifier.otherTUTKAID_64032
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/47627
dc.description.abstractWe 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.
dc.language.isoeng
dc.publisherRoutledge; Society for the Scientific Study of Reading
dc.relation.ispartofseriesScientific Studies of Reading
dc.subject.otherreading
dc.subject.otherrapid automatized naming (RAN)
dc.titleThe Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201511093616
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikka
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-11-09T13:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange135-144
dc.relation.issn1088-8438
dc.relation.volume19
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/10888438.2014.956927


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