The change of RAN-reading (Chinese characters) relationships of children among k1 to k3

The change of RAN-reading (Chinese characters) relationships of children among k1 to k3

First Author: Chung-Hui Hsuan -- Dept. of Early Childhood Education, National Chiayi University
Keywords: (Chinese) characters, Rapid naming, Early childhood age 3-8, Orthographic acquisition, Phonological awareness
Abstract / Summary: 

Rapid Automatized Naming (RAN) is a reading related skill that consists of complex psycholinguistic skills but can be assessed easily in order to predict reading abilities among preschoolers. The purpose of his study is to investigate the relationships between RAN and reading of children from k1 to k3. Methods. A cross-sequential model is utilized for the analysis. Three cohorts (K1, K2 and K3) of kindergarteners are recruited. The development of their abilities on character recognition, RAN (color, object, digit and character) and a battery of psycholinguistic skills (visual match, orthographic match, orthographic knowledge and phonological discrimination) are assessed twice within 1-year duration. Data will be analyzed using the Pearson correlation and stepwise regression (controlling for age, verbal/non-verbal IQ and parents’ social reputation status in the first step of regression model). Results. The cross-sectional and 1-year longitudinal RAN-reading relationships will also be examined. We will also attempt to answer: 1) How will the RAN-reading relationships change among k1 to k3 children; 2) what psycholinguistic skills are critical for RAN development in K1, k2 and K3; and 3) Do the critical psycholinguistic skills of RAN also predict later character recognition? Conclusions. The results will give an insight into the development of RAN and reading skills among children at the verge of learning to read.