Evaluating the Rapid Automatized Naming and Arithmetical Fluency Relationship in Chilean First Grade Students

Autor/inn/en	Escobar, José-Pablo; Porflitt, Felipe; Ceric, Francisco
Titel	Evaluating the Rapid Automatized Naming and Arithmetical Fluency Relationship in Chilean First Grade Students
Quelle	In: Educational Psychology, 41 (2021) 6, S.730-747 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Escobar, José-Pablo) ORCID (Porflitt, Felipe) ORCID (Ceric, Francisco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1900545
Schlagwörter	Foreign Countries; Arithmetic; Mathematics Skills; Naming; Grade 1; Elementary School Students; Computation; Phonological Awareness; Inhibition; Short Term Memory; Correlation; Chile (Santiago); Woodcock Munoz Language Survey; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Hemmung; Kurzzeitgedächtnis; Korrelation
Abstract	Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01