Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada.
J Exp Child Psychol. 2021 Apr;204:105064. doi: 10.1016/j.jecp.2020.105064. Epub 2021 Jan 12.
Rapid automatized naming (RAN) is a strong predictor of reading fluency across languages, and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and nonalphanumeric) predicts orthographic knowledge (OK) and what skills may mediate their relation. To examine the RAN-OK relations, we assessed 114 Grade 3 Spanish-speaking Mexican children (58 girls; M = 7.9 years, SD = 0.3) on RAN (objects and digits), orthographic knowledge (lexical and sublexical; accuracy and response time), speed of processing, multi-element processing, phonemic awareness, and reading fluency. Path analyses showed first that, OK (both lexical and sublexical) partly mediated the effects of RAN on reading fluency. Second, multiple mediation analyses showed an indirect effect of both RAN tasks on lexical and sublexical OK through phonological awareness. In view of Ehri's amalgamation hypothesis and Share's self-teaching hypothesis, our findings suggest that RAN may reflect, in part, the speed with which the phonological representations of letters are accessed and retrieved, which subsequently influences how quickly orthographic representations can be formed and accessed.
快速命名自动化测验（RAN）是跨语言阅读流畅度的一个强有力预测指标，一些研究人员将其归因于 RAN 对正字法知识发展的贡献，而正字法知识是阅读流畅度的预测指标。然而，迄今为止，尚不清楚 RAN（字母和非字母）是否可以预测正字法知识（OK），以及哪些技能可能在它们的关系中起中介作用。为了检验 RAN-OK 关系，我们评估了 114 名 3 年级讲西班牙语的墨西哥儿童（58 名女孩；M=7.9 岁，SD=0.3）的 RAN（物体和数字）、正字法知识（词汇和次词汇；准确性和反应时间）、加工速度、多元素加工、语音意识和阅读流畅度。路径分析表明，首先，OK（词汇和次词汇）部分中介了 RAN 对阅读流畅度的影响。其次，多重中介分析表明，通过语音意识，RAN 任务对词汇和次词汇 OK 都有间接影响。根据 Ehri 的融合假说和 Share 的自我教学假说，我们的研究结果表明，RAN 可能在一定程度上反映了字母的语音表示被访问和检索的速度，这继而影响了正字法表示的形成和访问的速度。
