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Rapid Automatized Naming and Reading Performance: A Meta-Analysis

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Title: Rapid Automatized Naming and Reading Performance: A Meta-Analysis
Language: English
Authors: Araújo, Susana, Reis, Alexandra, Petersson, Karl Magnus
Source: Journal of Educational Psychology. Aug 2015 107(3):868-883.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Naming, Reading Ability, Meta Analysis, Correlation, Reading Research, Reading Skills, Effect Size, Reading Comprehension, Literature Reviews, Search Strategies
DOI: 10.1037/edu0000006
ISSN: 0022-0663
Abstract: Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = 0.43, I2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
Abstractor: As Provided
Number of References: 86
Entry Date: 2015
Accession Number: EJ1071556
Database: ERIC
FullText Text:
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  Data: Rapid Automatized Naming and Reading Performance: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Araújo%2C+Susana%22">Araújo, Susana</searchLink><br /><searchLink fieldCode="AR" term="%22Reis%2C+Alexandra%22">Reis, Alexandra</searchLink><br /><searchLink fieldCode="AR" term="%22Petersson%2C+Karl+Magnus%22">Petersson, Karl Magnus</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Aug 2015 107(3):868-883.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Ability%22">Reading Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Search+Strategies%22">Search Strategies</searchLink>
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  Data: 10.1037/edu0000006
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  Data: 0022-0663
– Name: Abstract
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  Data: Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = 0.43, I2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
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      – SubjectFull: Reading Ability
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      – SubjectFull: Meta Analysis
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      – SubjectFull: Search Strategies
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      – TitleFull: Rapid Automatized Naming and Reading Performance: A Meta-Analysis
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