Source: https://rpj.ru.com/index.php/rpj/article/view/444
Timestamp: 2019-04-22 22:46:10+00:00

Document:
Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies.
Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types.
Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures.
Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.
Snowling M. J. Dyslexia. Oxford, UK, Blackwell Publishers Ltd., 2000. 253 p.
Bishop D. V. M. Uncommon understanding: Development and disorders of language comprehension in children. Cambridge, UK, Psychology Press Ltd., 1997. 288 p.
Vellutino F. R. & Fletcher J. M. Developmental Dyslexia. In: M. J. Snowling & C. Hulme (eds.) The science of reading: A handbook. Blackwell handbooks of developmental psychology. Malden, MA, Blackwell Publishing, 2005, pp. 362–378.
Fawcett A. (Ed.) Dyslexia, theory and good practice. London, Whurr, 2001. 321 p.
Stanovich K. E. Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York, NY, Guilford Press, 2000. 548 p.
Gallagher A., & Frederickson N. The phonological assessment battery (PhAB): An initial assessment of its theoretical and practical utility. Educational and Child Psychology, 1995, V. 12 (1), pp. 53–67.
Fleming K. M. The effect of instruction, rapid automatized naming, intellectual functioning, initial phonological awareness skill, and age on phonological awareness growth trajectories. Diss. Dr. Sci. Eugene, OR, 1999. Available at: https://elibrary.ru/item.asp?id=5353309 (Accessed 10 March 2018).
Wilson J., & Frederickson N. Phonological awareness training: An evaluation. Educational and Child Psychology, 1995, V. 12 (1), pp. 68–79.
Abrami P. C., Borokhovski E., & Lysenko L. V. The effects of ABRACADABRA on reading outcomes: A meta-analysis of applied field research data. Journal of Interactive Learning Research, 2015, V. 26 (4), pp. 337–367.
Lu T. The relationship of phonological processing (phonological awareness, verbal short-term memory, and rapid naming) and visual short-term memory to reading disabilities in Chinese children. Diss. Dr. Sci. Iowa City, IA, 2004. Available at: PQDT Open (Accessed 10 March 2018).
Xiangzhi M., Shuying S., & Xiaolin Z. Phonological awareness, naming speed and Chinese reading. Psychological Science (China), 2004, V. 27 (6), pp. 1326–1329.
Landerl K. Dyslexia in German-speaking children. In: N. Goulandris (ed.) Dyslexia in different languages: Cross-linguistic comparisons. London, Whurr Publishers, Ltd., 2003, pp. 15–32.
Biddle K. R. Timing deficits in impaired readers: An investigation of visual naming speed and verbal fluency. Diss. Dr. Sci. MA, 1997.
Krug C. H. The diagnostic implications of the double-deficit hypothesis: An investigation of fifth-grade readers classified by phonological awareness and visual naming speed. Diss. Dr. Sci. Medford, MA, 1996. Available at: PQDT Open (Accessed 10 March 2018).
Petterson S. M. The double-deficit hypothesis: An investigation of isolated word fluency by students classified as single visual naming speed deficit or phonological deficit. Diss. Dr. Sci. Detroit, MI, 2001. Available at: PQDT Open (Accessed 10 March 2018).
Harn E. A. Examining and predicting response to instruction based on kindergarten children’s early literacy profiles. Diss. Dr. Sci. Eugene, OR, 2000. Available at: PQDT Open (Accessed 10 March 2018).
Fletcher J. M., Morris R., Lyon G. R., Stuebing K. K., Shaywitz S. E., Shankweiler D. P., Katz L., & Shaywitz B. A. Subtypes of dyslexia: An old problem revisited. In: B. A. Blachman (ed.) Foundations of reading acquisition and dyslexia: Implications for early intervention. Lawrence Erlbaum Associates, Publishers, 1997, pp. 95–114.
Geschwind N. Disconnection syndrome in animals and man (Part I). Brain, 1965, V. 88, pp. 237–294.
Geschwind N. Disconnection syndrome in animals and man (Part II). Brain, 1965, V. 88, pp. 585-644.
Fawcett A., & Nicolson R. Dyslexia in children: multidisciplinary perspectives. Englewood Cliffs, NJ, Prentice Hall, 1994a. 272 p.
Nicolson R. I. & Fawcett A. J. Dyslexia screening test. London, The Psychological Corporation, 1996. 63 p.
Etmanskie J. M. Reading, spelling, and phonological processing in children with phonological or surface reading problems. Diss. Dr. Sci. Kingston, ON, 1999. Available at: PQDT Open (Accessed 10 March 2018).
Sprugevica I. The impact of enabling skills on early reading acquisition. Diss. Dr. Sci. Universitetet i Bergen (Norway), 2003. Available at: https://dspace.lu.lv/dspace/bitstream/handle/7/1179/Sprugevica_I_The_impact_of_enabling_skills_2002.pdf?sequence=1&isAllowed=y (Accessed 10 March 2018).
Uhry J. K. Kindergarten phonological awareness and rapid serial naming as predictors of grade 2 reading and spelling. In: E. Witruk, A. D. Friederici & T. Lachmann (eds.) Basic functions of language, reading and reading disability. New York, NY, Kluwer Academic Publishers, 2002, pp. 299–313.
Vellutino F. R., Scallon D., & Sipay E. R. Toward distinguishing between cognitive and experiential deficits as primary sources of difficulty in learning to read: The importance of early intervention in diagnosing specific reading disability. In: B. A. Blachman (ed.) Foundations of reading acquisition and dyslexia: Implications for early intervention. Hillsdale, NJ, Lawrence Erlbaum, 1997, pp. 145–162.
Clinton A. B. Phonology, orthography, and naming as predictors of reading ability in the Spanish language. Diss. Dr. Sci. Athens, GA, 2001. Available at: PQDT Open (Accessed 10 March 2018).
Novoa L. Word-retrieval process and reading acquisition and development in bilingual and monolingual children (Unpublished doctoral dissertation). Harvard University, Cambridge, MA, 1988. 231 p.
Chandarina A. S. Acquisition of Reading Skills in Russian-Speaking ESL Children. Diss. Dr. Sci. Toronto, ON, 2003. Available at: https://search.library.utoronto.ca/details?4783141&uuid=79b1f28d-7ca1-460e-a7d7-b4c189fec793 (Accessed 10 March 2018).
Chin C. E. The relations of phonological awareness and visual naming speed to beginning reading skills in at-risk children. Diss. Dr. Sci. Decatur, GA, 2001. Available at: PQDT Open (Accessed 10 March 2018).
Neuhaus G. F. An investigation of phonological awareness, orthographic recognition, and attention as predictors of rapid automatized naming (RAN) and reading. Diss. Dr. Sci. Houston, TX, 2000. Available at: PQDT Open (Accessed 10 March 2018).
Torgesen J. K. & Burgess S. R. Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal, correlational and instructional studies. In: J. Metsala & L. Ehri (eds.) Word processing in beginning literacy. Mahwah, NJ, Erlbaum, 1998, pp. 161–188.
James J. S. Phonological processing in early reading and invented spelling. Diss. Dr. Sci. Kingston, ON, 1996. Available at: PQDT Open (Accessed 10 March 2018).
Kirby J. R., Martinussen R., & Beggs P. Causal Path Analysis of Processes Affecting Early Reading. Canada; Ontario, American Psychological Association, 1996. Available at: https://files.eric.ed.gov/fulltext/ED407661.pdf (Accessed 10 March 2018).
Borenstein M., Hedges L., Higgins J., & Rothstein H. Introduction to meta-analysis. Chichester, UK, Wiley, 2009. 421 p.
Cooper H. Research synthesis and meta-analysis: A step-by-step approach (5th ed.). Los Angeles, CA, SAGE Publications, 2017. 360 p.
Borokhovski E. F., Bernard R. M. Quantitative syntheses in social sciences: Methodology and practice of meta-analysis. Part 2. Psikhologiya. Ekonomika. Pravo – Psychology-Economics-Law, 2013, no. 3, pp. 41–56.
Borokhovski E. F., Bernard R. M. Quantitative syntheses in social sciences: Methodology and practice of meta-analysis. Part 1. Psikhologiya. Ekonomika. Pravo – Psychology-Economics-Law, 2013, no. 2, pp. 6–15 (in Russian).
Rosenthal R. Parametric measures of effect size. In: H. Cooper & L. V. Hedges (eds.) Handbook of research synthesis. New York, NY, Russell Sage Foundation, 1994, pp. 231–244.
Borenstein M., Hedges L., Higgins J., Rothstein H. Comprehensive Meta-analysis Version 2. Biostat, Englewood NJ, 2005.
Hedges L. V., & Olkin I. Statistical Methods for Meta-analysis. Boston, MA, Academic Press, 1985. 373 p.
Borokhovski E. Explorations of the rapid automated naming (RAN) task: What should the “A” in RAN stand for? (Unpublished doctoral dissertation). Concordia University, Montreal, QC, 2007. 330 p. Available at: https://spectrum.library.concordia.ca/975691/1/NR31121.pdf (Accessed 25 February 2018).
Уважаемые авторы! Пожалуйста, ознакомьтесь со всеми требованиями к статьям на странице для авторов.
Учредитель Российского психологического журнала - Российское психологическое общество.
Российский психологический журнал входит в список ВАК.
ПИ № 77-16511 от 13 октября 2003 года.
Creative Commons «Attribution» 4.0 Всемирная.

References: V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V.