| Reference : General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First ... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Theoretical & cognitive psychology | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/33531 | |||
| General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach | |
| English | |
| [en] General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach | |
Hornung, Caroline  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >] | |
| Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >] | |
| Fayol, Michel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 6-Oct-2017 | |
| Frontiers in Psychology | |
| Switzerland Frontiers Research Foundation | |
| Yes (verified by ORBilu) | |
| International | |
| 1664-1078 | |
| Pully | |
| Switzerland | |
| [en] rapid automatized naming ; vowel RAN ; finger-numeral configuration RAN ; reading skills ; arithmetic fluency ; longitudinal study ; structural equation modeling | |
| [en] In the present study, we opted for a longitudinal design and examined rapid automatized
naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed. | |
| LUCET | |
| University of Luxembourg - UL | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/10993/33531 | |
| 10.3389/fpsyg.2017.01746 | |
| http://www.frontiersin.org/articles/10.3389/fpsyg.2017.01746/full |
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