Are the Relations of Rapid Automatized Naming with Reading and Mathematics Accuracy and Fluency Bidirectional? Evidence from a 5-Year Longitudinal Study with Chinese Children

Autor/inn/en	Georgiou, George K.; Wei, Wei; Inoue, Tomohiro; Deng, Ciping
Titel	Are the Relations of Rapid Automatized Naming with Reading and Mathematics Accuracy and Fluency Bidirectional? Evidence from a 5-Year Longitudinal Study with Chinese Children
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1506-1520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000452
Schlagwörter	Foreign Countries; Naming; Elementary School Students; Accuracy; Reading Fluency; Longitudinal Studies; Reading Skills; Mathematics Skills; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children from Shanghai (84 girls and 99 boys; M[subscript age] = 85.98 months, SD = 3.76) were followed until Grade 5 and were assessed annually on RAN, reading, and mathematics. The results of standard cross-lagged analyses indicated that the effects were unidirectional (earlier RAN predicted future reading and mathematics fluency), specific (earlier RAN predicted further growth only in fluency outcomes), and consistent (with one exception, earlier RAN predicted every subsequent reading and mathematics fluency). Theoretical implications of these findings are discussed in light of the language in which the study was conducted and the developmental span covered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01