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Abstract
The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of subword letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems and raise questions about reading strategies in this group.
ACKNOWLEDGMENTS
Daisy Powell is now at the Institute of Education, University of Reading. We thank the participants and their teachers for their long-term cooperation with this research.
FUNDING
The research described in this article was supported by ESRC grant numbers RES-000-23-0699 and RES-000-22-2387.