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Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks?

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Powell, D., Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438

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To link to this item DOI: 10.1080/10888438.2013.862249

Abstract/Summary

The degree to which orthographic knowledge accounts for the link between Rapid Automatized Naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10-11 year old children, a low RAN group (N=69) and matched controls (N=74) on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of sub-word letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems, and raise questions about reading strategies in this group.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Interdisciplinary centres and themes > Centre for Literacy and Multilingualism
ID Code:35151
Publisher:Routledge

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