Examining the Contribution of RAN Components to Reading Fluency, Reading Comprehension, and Spelling in German

Autor/inn/en	Huschka, Sina S.; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Titel	Examining the Contribution of RAN Components to Reading Fluency, Reading Comprehension, and Spelling in German
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 9, S.2317-2336 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huschka, Sina S.) ORCID (Georgiou, George K.) ORCID (Brandenburg, Janin) ORCID (Ehm, Jan-Henning) ORCID (Hasselhorn, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10145-6
Schlagwörter	Reading Fluency; Reading Comprehension; German; Kindergarten; Grade 1; Elementary School Students; Spelling; Naming; Correlation; Prediction; Literacy; Color; Measures (Individuals); Phonological Awareness; Phoneme Grapheme Correspondence; Short Term Memory; Associative Learning; Reading Tests; Reading Rate; Oral Reading; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Leseverstehen; Deutscher; School year 01; 1. Schuljahr; Schuljahr 01; Schreibweise; Korrelation; Vorhersage; Alphabetisierung; Schreib- und Lesefähigkeit; Colour; Farbbezeichnung; Farbe; Messdaten; Kurzzeitgedächtnis; Lesetest; Reading readiness; Reading speed; Lesegeschwindigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Ausland; Deutschland
Abstract	We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01