Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German.

Autor/inn/en	Huschka, Sina Simone; 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, 34 (2021) 9, S. 2317-2336 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0922-4777; 1573-0905
DOI	10.25656/01:25460 10.1007/s11145-021-10145-6
URN	urn:nbn:de:0111-pedocs-254603
Schlagwörter	Wissen; Kurzzeitgedächtnis; Deutschland; Frankfurt am Main; Geschwindigkeit; Grundschule; Rechtschreibung; Schüler; Wissen; Regressionsanalyse; Leseverstehen; Buchstabe; Kurzzeitgedächtnis; Benennung; Schuljahr 01; Grundschule; Schüler; Buchstabe; Fonologie; Fonologische Bewusstheit; Regressionsanalyse; Lesefertigkeit; Leseverstehen; Rechtschreibung; Geschwindigkeit; Benennung; Kindergartenkind; Deutschland; Frankfurt am Main
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; Mage = 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. (DIPF/Orig,).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1