Counting and RAN: Predictors of arithmetic calculation and reading fluency.

2013

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of lat…

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

2012

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the ba…

A meta-analysis of the relation between RAN and mathematics.

2017

Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN–mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r…

Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?

2018

Abstract The first aim of the study was to analyze whether reading fluency and self-efficacy of reading fluency (SE-rf) are malleable for children (Grades 3–5) with deficits in fluent reading via a 12-week special education program targeting both reading fluency and the sources of SE-rf (SE-program). The second aim was to investigate whether changes in SE-rf are related to changes in reading fluency. The SE-program (n = 40) was contrasted with the SKILL-program (n = 42) providing training solely in reading fluency. The groups showed equal improvements in reading fluency. Positive change in SE-rf emerged only in the SE-group, and this change was associated with changes in fluency, but the as…

The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade

2021

The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish–Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN), word recognition, reading fluency, and spelling. The results showed that RAN was the most significant predictor of reading and spelling skills in both language groups, and monolingual children performed significantly better in RAN. Moreover, letter knowledge predicted reading and spelling skills in both groups. However, no significant differences b…

Counting and rapid naming predict the fluency of arithmetic and reading skills

2016

Understanding of the factors that underlie the development of fluency in reading and arithmetic is limited. This longitudinal study examined whether verbal counting and rapid automatized naming (RAN) were predictors of arithmetic and reading fluency in a population-based sample and to what extent related early emerging cognitive abilities and socioeconomic background accounted for the predictive power of counting and RAN. In addition, in order to examine the uniqueness of counting as a numerical predictor of reading fluency, the influence of another early number skill—number concept—was controlled. Three hundred and seventy-eight Finnish children were followed from kindergarten to Grade 3 (…

Cognitive predictors of counting skills

2018

Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s e…

Oppimisvaikeuksien arviointi ja tukeminen suomenruotsalaisissa kouluissa ja päiväkodeissa

2015

Profiles of reading and fluency and spelling skills : stability and change across the early school years

2023

In this longitudinal study, we examined what kind of profiles of reading fluency and spelling skills could be identified among pupils (N = 467) and how stable these profiles were during the first three years of school. We also investigated how monolingual (Swedish) and simultaneously bilingual (Finnish-Swedish) pupils and gender were distributed within the profiles. Three profiles of reading fluency and spelling skills were found among the pupils through latent profile analysis: low, average, and high performing. Latent transition analysis confirmed stable and identical profiles throughout the first school years. The distributions of monolingual and bilingual pupils and gender were equal in…

Nimeäminen ja lukemisvaikeus : kehityksen ja kuntoutuksen näkökulma

2008

Paula Salmi selvitti väitöstutkimuksessaan, miten lasten nimeämistaidot kehittyvät 3,5 vuoden iästä toisen luokan loppuun asti. Hän arvioi nimeämistaitoa nopean sarjallisen nimeämisen testillä, jossa esitetään toistuvia tuttuja ärsykkeitä, kuten esineiden kuvia ja mitataan tehtävään kulunutta kokonaisaikaa ja virheiden määrää.Nimeämisvaikeus tarkoittaa vaikeutta palauttaa mieleen kielellisiä nimikkeitä nopeasti ja tarkasti. Kyseessä ei ole sanavaraston ongelma. Kun lapsi ei löydä haluamaansa sanaa, hän saattaa käyttää merkitykseltään (”kampa” po. harja) tai äänneasultaan (”agodiili” po. krokotiili) kohdesanaa muistuttavia sanoja. Lapsilla voi myös esiintyä kertovan puheen ongelmia.Salmi tut…