RAN and two languages: a meta-analysis of the RAN-reading relationship in bilingual children

Abstract RAN (Rapid Automatized Naming) is known to be a robust predictor of reading development in different languages. Much less about predictive power bilingual contexts. This the first meta-analysis research with children, assessing strength RAN-reading relationship both within and across It also explored moderators that may affect this relationship. The search identified 38 published studies children 47 samples, 313 effect sizes 5312 participants. Analyses random-effects models variance estimation revealed weak-to-moderate overall concurrently ( r = −.39) longitudinally −.38). Moderator analyses concurrent correlations correlated more strongly fluency −.56) than accuracy Alphanumeric tasks (digits −.39, letters −.42) showed stronger associations non-alphanumeric (objects −.38, colors −.25). correlation was statistically significant somewhat weaker when two skills were measured languages L1RAN—L2 −.34, L2RAN—L1 −.36) compared they same language L1 −.40, L2 −.44), though those differences failed reach statistical significance. In addition, type bilingualism found potential moderator longitudinally, its magnitude being strongest simultaneous bilinguals. Our results suggest that, as predictor, taps into general, language-independent processes underlying reading.