Efficient Word Reading: Automaticity of Print-Related Skills Indexed by Rapid Automatized Naming through Cusp-Catastrophe Modeling

Autor/inn/en	Sideridis, Georgios D.; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios
Titel	Efficient Word Reading: Automaticity of Print-Related Skills Indexed by Rapid Automatized Naming through Cusp-Catastrophe Modeling
Quelle	In: Scientific Studies of Reading, 20 (2016) 1, S.6-19 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1103740
Schlagwörter	Naming; Reading Processes; Reading Achievement; Grade 2; Grade 3; Grade 4; Elementary School Students; Longitudinal Studies; Teaching Methods; Word Recognition; Decoding (Reading); Foreign Countries; Reading Fluency; Statistical Analysis; Grade 5; Grade 6; Greece + Suchen Sie Ihr Suchwort? Leseprozess; Leseleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Worterkennung; Dekodierung; Ausland; Statistische Analyse; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Griechenland
Abstract	The study explored the moderating role of rapid automatized naming (RAN) in reading achievement through a cusp-catastrophe model grounded on nonlinear dynamic systems theory. Data were obtained from a community sample of 496 second through fourth graders who were followed longitudinally over 2 years and split into 2 random subsamples (validation and cross-validation groups). Results verified the superiority of the cusp-catastrophe over linear and logistic models and established RAN-digits performance as a significant bifurcation factor in both concurrent and longitudinal prediction models. These findings suggested that reduced serial naming speed below a critical level was associated with significantly reduced predictability of word reading efficiency from pseudoword decoding ability. Results were tentatively interpreted as documenting the importance of highly automatized coordination of reading-related component processes, indexed by RAN performance, for word reading efficiency during the early and middle stages of reading acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01