Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German

Abstract We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause and time consistency) to reading fluency, comprehension, spelling in a sample 257 German children (139 boys, 118 girls; M age = 5.60 years, SD 0.31) followed from kindergarten Grade 1. In kindergarten, were assessed on measures RAN (colors objects), phonological awareness, letter-sound knowledge, short-term memory, paired-associate learning. Reading at end Hierarchical regression analyses revealed that consistency continued predict but not comprehension or spelling, after controlling for effects other cognitive skills kindergarten. Articulation did add prediction any literacy skills. These findings support previous research suggesting that, during early phases learning read, holds key relation between fluency.