A carregar...
Publicação
Rapid automatized naming and reading performance: A meta-analysis
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 162.94 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in
recent years. However, there is considerable variation in the literature concerning the magnitude of this
relationship. The objective of the present study was to provide a comprehensive analysis of the evidence
on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we
conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine
the overall strength of the RAN–reading association and (b) identify variables that systematically
moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes;
28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance
(r .43, I
2 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word
reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in
favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors
with the greatest moderator effect on the magnitude of the RAN–reading relationship. The consistency
of orthography and the subjects’ grade level were also found to impact this relationship, although the
effect was contingent on reading outcome. It was less evident whether the subjects’ reading proficiency
played a role in the relationship. Implications for future studies are discussed.
Descrição
Palavras-chave
Reading Rapid naming Moderators Meta-analysis
Contexto Educativo
Citação
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: a meta-analysis. Journal of Educational Psychology, 107(3), 868-883. https://doi.org10.1037/edu0000006
Editora
APA