Literacy Acquisition Influences Children's Rapid Automatized Naming

Publication Date

5-2018

Document Type

Article

Organizational Units

College of Arts Humanities and Social Sciences, Psychology

Keywords

Phoneme awareness, Rapid automatized naming, Reading, Children's performance

Abstract

Previous research has established that learning to read improves children's performance on reading‐related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross‐lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre‐kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading‐related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed.

Copyright Date

8-15-2017

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Rights Holder

John Wiley & Sons Ltd.

Provenance

Received from CHORUS

Language

English (eng)

Publication Statement

Copyright is held by John Wiley & Sons Ltd. User is responsible for all copyright compliance. This article was originally published as:

Peterson, R. L., Arnett, A. B., Pennington, B. F., Byrne, B., Samuelsson, S., & Olson, R. K. (2018). Literacy acquisition influences children's rapid automatized naming. Developmental Science, 21(3), E12589. https://doi.org/10.1111/desc.12589

Accepted Manuscript is openly available through the "Link to Full Text" button.

The published Version of Record is available at libraries through Compass or Worldcat.

Publication Title

Developmental Science

Volume

21

Issue

3

First Page

E12589

ISSN

1467-7687

PubMed ID

28812316

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