Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta-analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 participants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English-speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade-school reading at r = −.38, similar in magnitude to previous concurrent meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non-alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta-analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of r_sp = −.25 demonstrates RAN’s significant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.

中文翻译：

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快速自动命名（RAN）作为未来英语阅读的幼儿园预测器：系统回顾和荟萃分析

快速自动命名 (RAN) 已被证明与阅读能力密切相关。RAN 还可以预测不同年龄、能力水平和语言的未来阅读，并且经常用于识字筛查。因此，了解早期 RAN 和后期阅读困难之间的具体关系很重要，特别是对于筛选。本系统评价和荟萃分析（N = 60 个样本；k = 373 效应量；n= 10,513 名参与者），是第一个测试小学前评估的 RAN 测量在多大程度上预测说英语的儿童未来阅读表现的程度。我们还测试了 RAN 任务的特征、阅读测量或样本人口统计数据是否缓和了这种关系。我们发现，总体而言，幼儿园/学前班 RAN 与r时的小学阅读相关= -.38，在幅度上与之前包括不同年龄和语言的并发荟萃分析相似。我们发现，字母数字 RAN 任务与未来阅读的相关性比非字母数字任务更强烈，并且 RAN 显着预测所有类型的阅读测试测试，但比非单词阅读更能预测真实单词。为了评估 RAN 独特预测能力的作用，我们还元分析了早期 RAN 与后期阅读在控制语音意识 (PA) 时的半偏相关性；r _sp的结果= −.25 证明了 RAN 在 PA 之外的重要且独特的贡献。这些结果支持共享认知资源模型，其中 RAN 和阅读任务之间的相似性解释了它们的相关性。我们根据这些数据为阅读困难和阅读障碍的早期筛查提供实用指南。