General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach
In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-10-01
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| Series: | Frontiers in Psychology |
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| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01746/full |
| _version_ | 1818540442487095296 |
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| author | Caroline Hornung Romain Martin Michel Fayol Michel Fayol |
| author_facet | Caroline Hornung Romain Martin Michel Fayol Michel Fayol |
| author_sort | Caroline Hornung |
| collection | DOAJ |
| description | In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed. |
| first_indexed | 2024-12-11T21:55:25Z |
| format | Article |
| id | doaj.art-14615ae98f6f4affaebffe69ddb06239 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T21:55:25Z |
| publishDate | 2017-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-14615ae98f6f4affaebffe69ddb062392022-12-22T00:49:19ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-10-01810.3389/fpsyg.2017.01746280345General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable ApproachCaroline Hornung0Romain Martin1Michel Fayol2Michel Fayol3Luxembourg Center for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, LuxembourgLuxembourg Center for Educational Testing, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, LuxembourgUMR 6024, Laboratoire de Psychologie Sociale et Cognitive, Centre National de la Recherche Scientifique (CNRS), Clermont-Ferrand, FranceUniversity of Auvergne, Clermont-Ferrand, FranceIn the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01746/fullrapid automatized namingvowel RANfinger-numeral configuration RANreading skillsarithmetic fluencylongitudinal study |
| spellingShingle | Caroline Hornung Romain Martin Michel Fayol Michel Fayol General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach Frontiers in Psychology rapid automatized naming vowel RAN finger-numeral configuration RAN reading skills arithmetic fluency longitudinal study |
| title | General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach |
| title_full | General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach |
| title_fullStr | General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach |
| title_full_unstemmed | General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach |
| title_short | General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach |
| title_sort | general and specific contributions of ran to reading and arithmetic fluency in first graders a longitudinal latent variable approach |
| topic | rapid automatized naming vowel RAN finger-numeral configuration RAN reading skills arithmetic fluency longitudinal study |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01746/full |
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