Multiple Mediation Analysis of the Relationship between Rapid Naming and Reading

Autor/inn/en	Poulsen, Mads; Juul, Holger; Elbro, Carsten
Titel	Multiple Mediation Analysis of the Relationship between Rapid Naming and Reading
Quelle	In: Journal of Research in Reading, 38 (2015) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2012.01547.x
Schlagwörter	Naming; Reading Skills; Correlation; Preschool Children; Phonological Awareness; Cognitive Processes; Knowledge Level; Alphabets; Associative Learning; Reading Fluency; Reading Rate + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Wissensbasis; Buchstabenschrift; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	It is well established that rapid automatised naming (RAN) correlates with reading ability. Despite several attempts, no single component process (mediator) has been identified that fully accounts for the correlation. The present paper estimated the explanatory value of several mediators for the RAN--reading correlation. One hundred and sixty-nine preschool students were given measures of RAN and additional measures of phonological awareness, lexical search speed, letter knowledge and paired associate learning. Their reading skills were tested a year later along with speed of processing. The influence of the mediators on the RAN--reading correlation was estimated as indirect effects in mediation analyses. Phonological awareness and letter knowledge significantly mediated the RAN--reading relationship, each accounting for a moderate part of the correlation between RAN and reading fluency. Thus, the RAN--reading correlation was partly, but not fully, accounted for by precursors of reading that are currently known. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01