Skip to main content

Advertisement

SpringerLink
Log in

Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: evidence from eight languages representing different writing systems

  • Research Paper
  • Published:
Journal of Cultural Cognitive Science Aims and scope Submit manuscript

Abstract

Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it remains unclear if the effects of RAN in first language (L1) transfer to reading in second language (L2) and if the results vary as a function of the orthographic proximity of L1–L2. To fill this gap in the literature, we examined the role of RAN in reading accuracy and fluency in eight languages representing different writing systems. Seven hundred and thirty-five university students (85 Chinese-, 84 Japanese-, 100 Kannada-, 40 Oriya-, 115 English-, 115 Arabic-, 105 Portuguese-, and 91 Spanish-speaking) participated in our study. They were assessed on RAN (Digits and Objects) and reading (accuracy and fluency) in both L1 and L2 (English). Results of hierarchical regression analyses showed significant effects of L1 RAN on L2 reading accuracy in the Chinese-, Portuguese-, and Spanish-speaking groups. In addition, L2 RAN was a significant predictor of reading fluency in L1 in the same language groups. No cross-language transfer was observed in the other languages. These findings suggest first that L1 and L2 RAN capture similar processes and controlling for one does not leave unique variance for the other to explain. Second, to the extent there is cross-language transfer of RAN skills, this appears to be independent of the orthographic proximity of the languages.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Transfer is defined as the use of linguistic and cognitive knowledge acquired in L1 for L2 learning (Odlin, 1989). It is assessed here only through correlations, not an actual observation of linguistic and cognitive knowledge acquired in L1.

  2. We specifically refer to studies that examined the effects of L1 RAN on L2 reading after controlling for the effects of L2 RAN. There are some studies that examined the effects of L1 RAN on L2 reading without controlling for the effects of L2 RAN (see e.g., Geva et al., 2000; Lafrance & Gottardo, 2005; Morfidi et al., 2007; Pasquarella et al., 2015; Savage et al., 2018). In this case, we cannot really claim that there was a ‘transfer’ of RAN effects from L1 to L2.

  3. For a detailed description of these languages see Joshi and Aaron (2005), Winskel and Padakannaya (2013), and Mishra and Stainthorp (2007).

  4. Even though the English-speaking participants were not tested in a second language, we included them in our study because we wanted to see how close the correlations among the L2 (English) tasks in the other languages would be to those derived from a sample of native speakers of similar age.

  5. Notice that since this study is concerned with correlations between RAN and reading accuracy/fluency and not with comparisons of scores in reading between the different groups, we did not match the reading tasks across languages. Such endeavor would be almost impossible with the number of languages included here and the writing systems they represent.

  6. In Japanese, we also ran hierarchical regression analyses with Hiragana word fluency and Kanji word fluency as the outcome measures. The results were the same as those presented in Table 4 with a composite fluency score. L2 RAN did not significantly predict Hiragana fluency or Kanji fluency when entered in the regression equation at step 2.

  7. To calculate the proportion of shared variance, we first looked at how much variance in the outcome measure the predictor explained when entered at step 1 and at step 2, and then calculated their difference. Next, we divided this difference score by the amount of variance explained by the same predictor when entered at step 1 of the regression equation. For example, in Table 4 in Japanese, L1 RAN Digits and Objects explained 58% of the variance in reading fluency when entered at step 1 and 23% of the variance when entered at step 2 (difference score = 35%). We then divided the 35 by 58 to find what percentage was shared between the two predictors (35/58 = 60.34%).

References

  • Albuquerque, C. P., & Simões, M. R. (2010). Rapid naming tests: Developmental course and relations with neuropsychological measures. The Spanish Journal of Psychology, 13, 88–100.

    Article  Google Scholar 

  • Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/10.1037/edu0000006

    Article  Google Scholar 

  • Branum-Martin, L., Tao, S., Garnaat, S., Bunta, F., & Francis, D. (2012). Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size. Journal of Educational Psychology, 104, 932–944. https://doi.org/10.1037/a0027755

    Article  Google Scholar 

  • Caravolas, M. (2018). Growth of word and pseudoword reading efficiency in alphabetic orthographies: Impact of consistency. Journal of Learning Disabilities, 51, 422–433. https://doi.org/10.1177/0022219417718197

    Article  PubMed  Google Scholar 

  • Caravolas, M., Lervåg, A., Defior, S., Malkova, G. S., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398–1407. https://doi.org/10.1177/0956797612473122

    Article  PubMed  Google Scholar 

  • Chung, S. C., Chen, X., & Geva, E. (2019). Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework. Journal of Neurolinguistics, 50, 149–161. https://doi.org/10.1016/j.jneuroling.2018.01.003

    Article  Google Scholar 

  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.). Schooling and language minority students: A theoretical framework (pp. 3–49). National Dissemination and Assessment Center.

  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters LTD.

  • Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10(2), 186–202. https://doi.org/10.1016/S0010-9452(74)80009-2

    Article  PubMed  Google Scholar 

  • Fumero, K., & Tibi, S. (2020). The importance of morphological awareness in bilingual language and literacy skills: Clinical implications for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 51(3), 572–588. https://doi.org/10.1044/2020_LSHSS-20-00027

    Article  PubMed  Google Scholar 

  • Georgiou, G., Aro, M., Liao, C.-H., & Parrila, R. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology, 143, 48–64.

    Article  Google Scholar 

  • Georgiou, G., Ghazyani, R., & Parrila, R. (2018). Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring or slow articulation? Annals of Dyslexia, 68, 85–103.

    Article  Google Scholar 

  • Georgiou, G., Papadopoulos, T. C., & Kaizer, E. L. (2014). Different RAN components predict reading at different points in time. Reading and Writing: An Interdisciplinary Journal, 27, 1379–1394.

    Article  Google Scholar 

  • Georgiou, G., Parrila, R., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218–225. https://doi.org/10.1016/j.jecp.2012.10.015

    Article  PubMed  Google Scholar 

  • Georgiou, G., Wei, W., Inoue, T., & Deng, C. (2020). Are the relations of RAN with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children. Journal of Educational Psychology, 112, 1506–1520.

    Article  Google Scholar 

  • Geva, E. (2014). Introduction: The cross-language transfer journey—A guide to the perplexed. Written Language and Literacy, 17, 1–15.

    Article  Google Scholar 

  • Geva, E., & Ryan, E. B. (1993). Linguistic and cognitive correlates of academic skills in first and second language. Language Learning, 43, 5–42.

    Article  Google Scholar 

  • Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123–154. https://doi.org/10.1007/s11881-000-0020-8

    Article  Google Scholar 

  • Gholamain, M., & Geva, E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49, 183–217. https://doi.org/10.1111/0023-8333.00087

    Article  Google Scholar 

  • Inoue, T., Georgiou, G. K., Muroya, N., Hosokawa, M., Maekawa, H., & Parrila, R. (2020). Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading, 43, 364–381. https://doi.org/10.1111/1467-9817.12317

    Article  Google Scholar 

  • Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing: An Interdisciplinary Journal, 30, 1335–1360. https://doi.org/10.1007/s11145-017-9726-4

    Article  Google Scholar 

  • Joshi, M., & Aaron, P. G. (2005). Handbook of orthography and literacy. Routledge.

    Book  Google Scholar 

  • Keung, Y.-C., & Ho, C.S.-H. (2009). Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 34(2), 103–112.

    Article  Google Scholar 

  • Koda, K. (2008). Impacts of prior literacy experience on second-language learning to read. In K. Koda & A. M. Zehler (Eds.), Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development (pp. 68–96). Routledge.

    Chapter  Google Scholar 

  • Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.

    Google Scholar 

  • Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26(4), 559–578. https://doi.org/10.1017/S0142716405050307

    Article  Google Scholar 

  • Landerl, K., Freudenthaler, H. H., Heene, M., de Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23, 220–234.

    Article  Google Scholar 

  • Leong, C. K., Cheng, P. W., & Tan, L. H. (2005). The role of sensitivity to rhymes, phonemes and tones in reading English and Chinese pseudowords. Reading and Writing: An Interdisciplinary Journal, 18(1), 1–26.

    Article  Google Scholar 

  • Li, M., Kirby, J., & Georgiou, G. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34, 6–22.

    Article  Google Scholar 

  • Liu, L., Tao, R., Gao, D., Qi, T., Gao, Y., & Dai, B. (2013). A Chinese character reading test for college students. Committee of Psychometrics (Chinese Psychology Society) Registration number: 20130301.

  • Liu, Y., Georgiou, G., Zhang, Y., Li, H., Liu, H., Song, S., Kang, C., Shi, B., Liang, W., Pan, J., & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82, 75–90.

    Article  Google Scholar 

  • López-Escribano, C., Ivanova, A., & Shtereva, K. (2018). Rapid automatized naming (RAN) and vocabulary are significant predictors of reading in consisting orthographies: A comparison of reading acquisition procedures in Bulgarian and Spanish. Electronic Journal of Research in Educational Psychology, 16, 147–173. https://doi.org/10.25115/ejrep.v16i44.1941

    Article  Google Scholar 

  • Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parilla, R. (2010). Remediating reading comprehension difficulties: A cognitive processing approach. Reading Psychology, 31, 1–26.

    Article  Google Scholar 

  • Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in Grades k-2 in Spanish-speaking English-language learners. Learning Disabilities Research and Practice, 19, 214–224. https://doi.org/10.1111/j.1540-5826.2004.00107.x

    Article  Google Scholar 

  • Martinez, D., Georgiou, G. K., Inoue, T., Falcón, A., & Parrila, R. (2021). How does rapid automatized naming influence orthographic knowledge? Journal of Experimental Child Psychology, 204, 105064. https://doi.org/10.1016/j.jecp.2020.105064

    Article  PubMed  Google Scholar 

  • Melby-Lervåg, M., & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence. Journal of Research in Reading, 34, 114–135. https://doi.org/10.1111/j.1467-9817.2010.01477.x

    Article  Google Scholar 

  • Mishra, R., & Stainthorp, R. (2007). The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth graders. Journal of Research in Reading, 30(1), 23–37. https://doi.org/10.1111/j.1467-9817.2006.00326.x

    Article  Google Scholar 

  • Morfidi, E., van der Leij, A., de Jong, P. F., Scheltinga, F., & Bekebrede, J. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing: An Interdisciplinary Journal, 20, 753–784. https://doi.org/10.1007/s11145-006-9035-9

    Article  Google Scholar 

  • Närhi, V., Ahonen, T., Aro, M., Leppäsaari, T., Korhonen, T., Tolvanen, A., & Lyytinen, H. (2005). Rapid serial naming: Relations between different stimuli and neuropsychological factors. Brain and Language, 92, 45–57.

    Article  Google Scholar 

  • Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press. https://doi.org/10.1017/CBO9781139524537

    Article  Google Scholar 

  • Padakannaya, P. (1999). Kannada vachana parikshe (Kannada reading test). Mysore: Central Institute of Indian Languages, Ministry of Human Resource Development.

    Google Scholar 

  • Pasquarella, A., Chen, X., Gottardo, A., & Geva, E. (2015). Cross-language transfer of word reading accuracy and word reading fluency in Spanish–English and Chinese–English bilinguals: Script-universal and script-specific processes. Journal of Educational Psychology, 107(1), 96–110. https://doi.org/10.1037/a0036966

    Article  Google Scholar 

  • Powell, D., & Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113(4), 706–718. https://doi.org/10.1037/edu0000625

    Article  Google Scholar 

  • Rodríguez, C., van den Boer, M., Jiménez, J. E., & de Jong, P. F. (2015). Developmental changes in the relations between RAN, phonological awareness, and reading in Spanish children. Scientific Studies of Reading, 19(4), 273–288. https://doi.org/10.1080/10888438.2015.1025271

    Article  Google Scholar 

  • Saldanha, M., Siddaiah, A., Veerappa, A. M., Ramachandra, N. B., & Padakannaya, P. (2014). Catch them before they fall: A simple test of sight-word and pseudo-word reading in Kannada for a quick and early assessment. SAGE Open, 4(4), 1–8. https://doi.org/10.1177/2158244014560524

    Article  Google Scholar 

  • Savage, R., McBreen, M., Genesee, F., Erdos, C., Haigh, C., & Nair, A. (2018). Rapid automatic naming predicts more than sublexical fluency: Evidence from English–French bilinguals. Learning and Individual Differences, 62, 153–163.

    Article  Google Scholar 

  • Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy in European orthographies. British Journal of Psychology, 94, 143–174.

    Article  Google Scholar 

  • Share, D. L., & Daniels, P. T. (2015). Aksharas, alphasyllabaries, abugidas, alphabets, and orthographic depth: Reflections on Rimzhim, Katz, and Fowler (2014). Writing Systems Research, 8, 17–31. https://doi.org/10.1080/17586801.2015.1016395

    Article  Google Scholar 

  • Siddaiah, A., Saldanha, M., Venkatesh, S. K., Ramachandra, N. B., & Padakannaya, P. (2016). Development of rapid automatized naming (RAN) in simultaneous Kannada–English biliterate children. Journal of Psycholinguistic Research, 45(1), 177–187. https://doi.org/10.1007/s10936-014-9338-y

    Article  PubMed  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics. Pearson Education.

    Google Scholar 

  • Taylor, I., & Taylor, M. (2014). Writing and literacy in Chinese, Korean, and Japanese: Studies in written language and literacy 14 (2nd ed.). John Benjamins.

    Google Scholar 

  • The Japan Kanji Aptitude Testing Foundation. (2019). The Japan Kanji aptitude test (Nihon Kanji noryoku kentei: Kanken). Retrieved from https://www.kanken.or.jp/kanken/outline/degree/example.html.

  • Tibi, S., Edwards, A. A., Schatschneider, C., & Kirby, J. R. (2020). Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology. Annals of Dyslexia, 70(2), 200–219. https://doi.org/10.1007/s11881-020-00193-y

    Article  PubMed  Google Scholar 

  • Tibi, S., & Kirby, J. R. (2018). Investigating phonological awareness and naming speed as predictors of reading in Arabic. Scientific Studies of Reading, 22(1), 70–84. https://doi.org/10.1080/10888438.2017.1340948

    Article  Google Scholar 

  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2012). Test of word reading efficiency (2nd ed.). PRO-ED.

    Google Scholar 

  • Tsantali, A. (2014). Examining the nature of the rapid automatized naming (RAN)-orthographic processing relationship in university students. Unpublished master's thesis, University of Alberta, Canada.

  • van den Bos, K. P., Zijlstra, B. J. H., & Spelberg, B. J. H. (2002). Life-span data on continuous-naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6, 25–49.

    Article  Google Scholar 

  • Winskel, H., & Padakannaya, P. (2013). South and Southeast Asian psycholinguistics. Cambridge University Press.

    Book  Google Scholar 

  • Wolf, M., & Denckla, M. B. (2005). Rapid automatized naming and rapid alternating stimulus tests (RAN/RAS). PRO-ED.

    Google Scholar 

  • Woodcock, R. W. (1998). Woodcock reading mastery test–revised—normative update examiner’s manual. American Guidance Service.

    Google Scholar 

  • Yeung, S. S. (2016). Cognitive mechanism underlying the relationship between rapid automatized naming and reading: A longitudinal study on bilingual children. Reading Psychology, 37(8), 1196–1211. https://doi.org/10.1080/02702711.2016.1193582

    Article  Google Scholar 

Download references

Funding

No funding was received for conducting this study.

Author information

Authors and Affiliations

  1. Department of Educational Psychology, 6-102 Education North, University of Alberta, Edmonton, AB, T6G 2G5, Canada

    George K. Georgiou, J. P. Das, Dalia Martinez & Ana Paula Alves Vieira

  2. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Claudia Cardoso-Martins

  3. Autonomous University of the State of Morelos, Cuernavaca, Mexico

    Alberto Falcón

  4. Ibaraki University, Mito, Japan

    Miyuki Hosokawa

  5. The Chinese University of Hong Kong, Hong Kong, China

    Tomohiro Inoue

  6. The Education University of Hong Kong, Hong Kong, China

    Yixun Li

  7. Christ University, Bangalore, India

    Prakash Padakannaya

  8. Macquarie University, Sydney, Australia

    Rauno Parrila

  9. Universidade Federal de São João del-Rei, São João del-Rei, Brazil

    Tatiana C. Pollo

  10. An-Najah National University, Nablus, Palestine

    Soheil S. Salha

  11. BJB Junior College, Bhubaneswar, India

    Swagatika Samantaray

  12. Beijing Normal University, Beijing, China

    Hua Shu

  13. Okayama University, Okayama, Japan

    Takayuki Tanji

  14. Florida State University, Tallahassee, FL, USA

    Sana Tibi

Authors
  1. George K. Georgiou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Claudia Cardoso-Martins
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. J. P. Das
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Alberto Falcón
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Miyuki Hosokawa
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Tomohiro Inoue
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Yixun Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Dalia Martinez
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Prakash Padakannaya
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Rauno Parrila
    View author publications

    You can also search for this author in PubMed Google Scholar

  11. Tatiana C. Pollo
    View author publications

    You can also search for this author in PubMed Google Scholar

  12. Soheil S. Salha
    View author publications

    You can also search for this author in PubMed Google Scholar

  13. Swagatika Samantaray
    View author publications

    You can also search for this author in PubMed Google Scholar

  14. Hua Shu
    View author publications

    You can also search for this author in PubMed Google Scholar

  15. Takayuki Tanji
    View author publications

    You can also search for this author in PubMed Google Scholar

  16. Sana Tibi
    View author publications

    You can also search for this author in PubMed Google Scholar

  17. Ana Paula Alves Vieira
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to George K. Georgiou.

Ethics declarations

Conflict of interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Georgiou, G.K., Cardoso-Martins, C., Das, J.P. et al. Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: evidence from eight languages representing different writing systems. J Cult Cogn Sci 6, 151–168 (2022). https://doi.org/10.1007/s41809-021-00092-7

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41809-021-00092-7

Keywords

Search

Navigation