Five-year longitudinal prediction of reading subskills by rapid naming and phonological awareness in a cohort of Spanish speaking argentine children.

Five-year longitudinal prediction of reading subskills by rapid naming and phonological awareness in a cohort of Spanish speaking argentine children.

First Author: Ivana Corrado -- Universidad Nacional de San Martín
Additional authors/chairs: 
Ines Lagomarsino; Eleonora Lasala; Marina Simian; Milagros Alegre; Manuela Sanchez; Maria Pujals; Graciela Meretta; Alejandra Mendivelzua; Laura Garcia Blanco; Liliana Fonseca
Abstract / Summary: 

Purpose: investigate the longitudinal predictive 5-year potential of rapid automatized naming (RAN) and phonological awareness (PA) on reading fluency and comprehension in a cohort of Spanish speaking children.
Method: Twenty-nine children were tested during 5 consecutive years starting in kindergarten and ending in 4th grade. They were individually assessed, according to their age, for RAN (colors and objects), PA, letter naming, word and pseudoword reading and reading comprehension (LEE Lectura y Escritura en Español, Defior, 2006). Multiple regressions were carried out to determine the predictive power of RAN and PA in kindergarten on the reading subskills in the consecutive years.
Results: RAN colors in kindergarten was the best predictor of word reading (precision) in first grade (R2=.257, F (1, 19) = 6,565, p< .019) and together with initial phoneme identification predicted word reading speed (R2=.671, F(2,18)= 18,32, p<.0005). In second grade word reading speed was predicted by Ran colors and initial phoneme identification (IPI) (R2=.671, F(2,18)=18,320, p<.0005) and reading efficiency (precision/time) was accounted for only by IPI (R2=.331, F(1,13)=5,864, p<.031). Reading speed in 4th grade was accounted for by Ran colors (R2= .496, F(1,14)=13,778, p<.002), and reading comprehension, on the other hand, was predicted by a model including Ran colors and final syllable identification (FSI) (R2=.677, F(2,11)= 11,55, p<.002). The addition of FSI led to a significant increase of .165 in R2 in the model.
Conclusions: our results show that kindergarten performance in Ran colors is a strong predictor of reading in successive years in Spanish speaking children.