Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis
The primary goal of this meta-analysis was to estimate the overall size of the relation between rapid automatized naming (RAN) and spelling in alphabetic languages and to examine what factors may moderate their relation. In addition, we examined if the size of the RAN-spelling relation is similar to...
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| Veröffentlicht in: | Reading & writing 2021-12, Vol.34 (10), p.2559-2580 |
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| creator | Chen, Yi-Jui Iva Thompson, Christopher G. Xu, Zhihong Irey, Robin C. Georgiou, George K. |
| description | The primary goal of this meta-analysis was to estimate the overall size of the relation between rapid automatized naming (RAN) and spelling in alphabetic languages and to examine what factors may moderate their relation. In addition, we examined if the size of the RAN-spelling relation is similar to that of the RAN-reading relation. A random-effects model with robust variance estimation was used to analyze 264 RAN-spelling effect sizes and 385 RAN-reading effect sizes from 103 studies. Results indicated a moderate association between RAN and spelling (
r
=
.
35
) and between RAN and reading (
r
=
.44) with a moderately high degree of heterogeneity. In addition, moderator analyses revealed both similarities and differences in the moderators of the RAN-spelling and RAN-reading relation. Whereas RAN letters and digits correlated more strongly with spelling and reading than colors and objects, RAN correlated more strongly with spelling of real words than pseudowords and more strongly with spelling in opaque orthographies than in intermediate or transparent orthographies. Our findings suggest that RAN is related to both reading and spelling partly because it contributes to the formation of print-to-sound or sound-to-print connections. |
| doi_str_mv | 10.1007/s11145-021-10160-7 |
| format | Article |
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r
=
.
35
) and between RAN and reading (
r
=
.44) with a moderately high degree of heterogeneity. In addition, moderator analyses revealed both similarities and differences in the moderators of the RAN-spelling and RAN-reading relation. Whereas RAN letters and digits correlated more strongly with spelling and reading than colors and objects, RAN correlated more strongly with spelling of real words than pseudowords and more strongly with spelling in opaque orthographies than in intermediate or transparent orthographies. Our findings suggest that RAN is related to both reading and spelling partly because it contributes to the formation of print-to-sound or sound-to-print connections.</description><identifier>ISSN: 0922-4777</identifier><identifier>EISSN: 1573-0905</identifier><identifier>DOI: 10.1007/s11145-021-10160-7</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Alphabets ; Correlation ; Education ; Effect Size ; Language and Literature ; Linguistics ; Literacy ; Meta Analysis ; Naming ; Neurology ; Nonwords ; Orthography ; Psycholinguistics ; Reading ; Reading Skills ; Research Reports ; Romanization ; Social Sciences ; Spelling ; Written Language</subject><ispartof>Reading & writing, 2021-12, Vol.34 (10), p.2559-2580</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-315a883ec9a27576135f1a58221957abf117f8cf9bd39be8c724a4d88102ca863</citedby><cites>FETCH-LOGICAL-c341t-315a883ec9a27576135f1a58221957abf117f8cf9bd39be8c724a4d88102ca863</cites><orcidid>0000-0001-9845-5764</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11145-021-10160-7$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11145-021-10160-7$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,778,782,27907,27908,41471,42540,51302</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1311801$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Yi-Jui Iva</creatorcontrib><creatorcontrib>Thompson, Christopher G.</creatorcontrib><creatorcontrib>Xu, Zhihong</creatorcontrib><creatorcontrib>Irey, Robin C.</creatorcontrib><creatorcontrib>Georgiou, George K.</creatorcontrib><title>Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis</title><title>Reading & writing</title><addtitle>Read Writ</addtitle><description>The primary goal of this meta-analysis was to estimate the overall size of the relation between rapid automatized naming (RAN) and spelling in alphabetic languages and to examine what factors may moderate their relation. In addition, we examined if the size of the RAN-spelling relation is similar to that of the RAN-reading relation. A random-effects model with robust variance estimation was used to analyze 264 RAN-spelling effect sizes and 385 RAN-reading effect sizes from 103 studies. Results indicated a moderate association between RAN and spelling (
r
=
.
35
) and between RAN and reading (
r
=
.44) with a moderately high degree of heterogeneity. In addition, moderator analyses revealed both similarities and differences in the moderators of the RAN-spelling and RAN-reading relation. Whereas RAN letters and digits correlated more strongly with spelling and reading than colors and objects, RAN correlated more strongly with spelling of real words than pseudowords and more strongly with spelling in opaque orthographies than in intermediate or transparent orthographies. Our findings suggest that RAN is related to both reading and spelling partly because it contributes to the formation of print-to-sound or sound-to-print connections.</description><subject>Alphabets</subject><subject>Correlation</subject><subject>Education</subject><subject>Effect Size</subject><subject>Language and Literature</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Meta Analysis</subject><subject>Naming</subject><subject>Neurology</subject><subject>Nonwords</subject><subject>Orthography</subject><subject>Psycholinguistics</subject><subject>Reading</subject><subject>Reading Skills</subject><subject>Research Reports</subject><subject>Romanization</subject><subject>Social Sciences</subject><subject>Spelling</subject><subject>Written Language</subject><issn>0922-4777</issn><issn>1573-0905</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kEtLxDAQx4MouD6-gCAEPEdnkmaTehPxiSCIXryE2TRdK32ZdA_rp7drRW-ehuH_mOHH2BHCKQKYs4SImRYgUSDgHITZYjPURgnIQW-zGeRSiswYs8v2UnoHAGkzNWOvT9RXBafV0DU0VJ-h4C01Vbvk1BY89aGuN0sfYtnFhlofeNVyqvs3WoSh8rymdrmiZUjnnHgTBhLUUr1OVTpgOyXVKRz-zH32cn31fHkrHh5v7i4vHoRXGQ5CoSZrVfA5SaPNHJUukbSVEnNtaFEimtL6Ml8UKl8E643MKCusRZCe7Fzts5Opt4_dxyqkwb13qzg-kZzUFixok-PokpPLxy6lGErXx6qhuHYIbsPQTQzdyNB9M3RmDB1PoRAr_xu4ukeFaGFTqiY9jVq7DPHv9D-tX0dJfXI</recordid><startdate>20211201</startdate><enddate>20211201</enddate><creator>Chen, Yi-Jui Iva</creator><creator>Thompson, Christopher G.</creator><creator>Xu, Zhihong</creator><creator>Irey, Robin C.</creator><creator>Georgiou, George K.</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0001-9845-5764</orcidid></search><sort><creationdate>20211201</creationdate><title>Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis</title><author>Chen, Yi-Jui Iva ; Thompson, Christopher G. ; Xu, Zhihong ; Irey, Robin C. ; Georgiou, George K.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-315a883ec9a27576135f1a58221957abf117f8cf9bd39be8c724a4d88102ca863</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Alphabets</topic><topic>Correlation</topic><topic>Education</topic><topic>Effect Size</topic><topic>Language and Literature</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Meta Analysis</topic><topic>Naming</topic><topic>Neurology</topic><topic>Nonwords</topic><topic>Orthography</topic><topic>Psycholinguistics</topic><topic>Reading</topic><topic>Reading Skills</topic><topic>Research Reports</topic><topic>Romanization</topic><topic>Social Sciences</topic><topic>Spelling</topic><topic>Written Language</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chen, Yi-Jui Iva</creatorcontrib><creatorcontrib>Thompson, Christopher G.</creatorcontrib><creatorcontrib>Xu, Zhihong</creatorcontrib><creatorcontrib>Irey, Robin C.</creatorcontrib><creatorcontrib>Georgiou, George K.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Reading & writing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chen, Yi-Jui Iva</au><au>Thompson, Christopher G.</au><au>Xu, Zhihong</au><au>Irey, Robin C.</au><au>Georgiou, George K.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1311801</ericid><atitle>Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2021-12-01</date><risdate>2021</risdate><volume>34</volume><issue>10</issue><spage>2559</spage><epage>2580</epage><pages>2559-2580</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><abstract>The primary goal of this meta-analysis was to estimate the overall size of the relation between rapid automatized naming (RAN) and spelling in alphabetic languages and to examine what factors may moderate their relation. In addition, we examined if the size of the RAN-spelling relation is similar to that of the RAN-reading relation. A random-effects model with robust variance estimation was used to analyze 264 RAN-spelling effect sizes and 385 RAN-reading effect sizes from 103 studies. Results indicated a moderate association between RAN and spelling (
r
=
.
35
) and between RAN and reading (
r
=
.44) with a moderately high degree of heterogeneity. In addition, moderator analyses revealed both similarities and differences in the moderators of the RAN-spelling and RAN-reading relation. Whereas RAN letters and digits correlated more strongly with spelling and reading than colors and objects, RAN correlated more strongly with spelling of real words than pseudowords and more strongly with spelling in opaque orthographies than in intermediate or transparent orthographies. Our findings suggest that RAN is related to both reading and spelling partly because it contributes to the formation of print-to-sound or sound-to-print connections.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11145-021-10160-7</doi><tpages>22</tpages><orcidid>https://orcid.org/0000-0001-9845-5764</orcidid></addata></record> |
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| source | Education Source; Springer Nature - Complete Springer Journals |
| subjects | Alphabets Correlation Education Effect Size Language and Literature Linguistics Literacy Meta Analysis Naming Neurology Nonwords Orthography Psycholinguistics Reading Reading Skills Research Reports Romanization Social Sciences Spelling Written Language |
| title | Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis |
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