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Reading Development and Difficulties in Monolingual and Bilingual Chinese Children pp 125–138Cite as

Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia

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Part of the book series: Literacy Studies ((LITS,volume 8))

Abstract

Rapid automatized naming (RAN) is suggested to be a significant predictor of reading. However, how it is related to reading and whether it contributes uniquely to reading with phonological awareness statistically controlled is unclear. In this chapter, we reported a study of 45 fourth and fifth grade Chinese children with dyslexia and 45 age-matched controls. They were administrated processing speed tasks, auditory temporal processing, RAN, phonological awareness, Chinese character recognition, and timed word list reading. Results showed that Chinese dyslexic children performed poorer than typical developing children in all tasks. And principal component analyses revealed that RAN loaded in both phonological processing and processing speed component. RAN uniquely predicted Chinese timed and untimed word reading, while phonological awareness predicted only untimed Chinese word reading. The underlying mechanism and the role of RAN in Chinese were discussed.

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Authors and Affiliations

  1. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China

    Jinger Pan & Hua Shu

Authors
  1. Jinger Pan
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  2. Hua Shu
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Correspondence to Hua Shu .

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Editors and Affiliations

  1. Dept of Applied Psych & Human Dev, University of Toronto, Toronto, Ontario, Canada

    Xi Chen

  2. School of Teaching & Curric Leadership, Oklahoma State University, Stillwater, Oklahoma, USA

    Qiuying Wang

  3. Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada

    Yang Cathy Luo

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Pan, J., Shu, H. (2014). Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia. In: Chen, X., Wang, Q., Luo, Y. (eds) Reading Development and Difficulties in Monolingual and Bilingual Chinese Children. Literacy Studies, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7380-6_7

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