A new research article by Dr. Daisy Powell (Associate Professor in the Psychology of Written Language, University of Reading) is published in Journal of Educational Psychology.
Titled ‘Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading’, this article reports findings of a longitudinal study which “showed that preschool children’s phonological awareness (sensitivity to sounds in words) and performance in rapid automatized naming (RAN; fluency in naming familiar objects) went on to predict first steps in alphabetic decoding skill. However, only RAN was also linked to lexical (sight vocabulary) development and to both fluency and accuracy in reading a further year later. Findings have implications for early screening of potential reading difficulties and for the development of effective interventions.”
Dr. Powell co-authored this paper with Dr. Lynette Atkinson (Hamilton Health Sciences, Ontario, Canada).
To learn more about Dr. Powell’s research interests, visit her profile page here.
To read this article, click here. (Subscription is required)
Reference
Powell, D., & Atkinson, L. (2020). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology. https://doi.org/10.1037/edu0000625