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The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development.

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Title: The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development.
Authors: Hornung, Caroline, Martin, Romain, Fayol, Michel
Source: Learning & Individual Differences. Jul2017, Vol. 57, p85-102. 18p.
Subjects: Braille education, Reading mobile apps, Reading research, Reading software, Kindergarten facilities
Abstract: The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Less research investigated the incremental contributions of distinct RAN measures to reading skills in beginning readers. Ninety-three children from kindergarten and first grade completed four different RAN measures involving color, digit, vowel, and consonant naming at the end of the school year. Six months later these children were either in first or in second grade and completed several reading measures. The results emphasize that vowel RAN was a strong and unique predictor for reading accuracy in first grade. Vowel RAN and digit RAN were both significant predictors for reading speed in second grade. The current findings underline that vowel RAN is a promising predictor for reading outcomes (i.e., accuracy and speed) at the beginning of elementary school. RAN performance did however not significantly predict second grade reading comprehension. Results and practical implications will be discussed. [ABSTRACT FROM AUTHOR]
Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
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  Data: <searchLink fieldCode="AR" term="%22Hornung%2C+Caroline%22">Hornung, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Romain%22">Martin, Romain</searchLink><br /><searchLink fieldCode="AR" term="%22Fayol%2C+Michel%22">Fayol, Michel</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Braille+education%22">Braille education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+mobile+apps%22">Reading mobile apps</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+research%22">Reading research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten+facilities%22">Kindergarten facilities</searchLink>
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  Label: Abstract
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  Data: The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Less research investigated the incremental contributions of distinct RAN measures to reading skills in beginning readers. Ninety-three children from kindergarten and first grade completed four different RAN measures involving color, digit, vowel, and consonant naming at the end of the school year. Six months later these children were either in first or in second grade and completed several reading measures. The results emphasize that vowel RAN was a strong and unique predictor for reading accuracy in first grade. Vowel RAN and digit RAN were both significant predictors for reading speed in second grade. The current findings underline that vowel RAN is a promising predictor for reading outcomes (i.e., accuracy and speed) at the beginning of elementary school. RAN performance did however not significantly predict second grade reading comprehension. Results and practical implications will be discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=124879558
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1016/j.lindif.2017.06.006
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 85
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      – SubjectFull: Braille education
        Type: general
      – SubjectFull: Reading mobile apps
        Type: general
      – SubjectFull: Reading research
        Type: general
      – SubjectFull: Reading software
        Type: general
      – SubjectFull: Kindergarten facilities
        Type: general
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      – TitleFull: The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development.
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              Text: Jul2017
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              Y: 2017
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              Value: 57
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