Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence
HL Swanson, G Trainin… - Review of …, 2003 - journals.sagepub.com
HL Swanson, G Trainin, DM Necoechea, DD Hammill
Review of Educational Research, 2003•journals.sagepub.comThis study provides a meta-analysis of the correlational literature on measures of
phonological awareness, rapid naming, reading, and related abilities. Correlations (N=
2,257) were corrected for sample size, restriction in range, and attenuation from 49
independent samples. Correlations between phonological awareness (PA) and rapid
naming (RAN) were low (. 38) and loaded on different factors. PA and RAN were moderately
correlated with real-word reading (. 48 and. 46, respectively). Other findings were that (a) …
phonological awareness, rapid naming, reading, and related abilities. Correlations (N=
2,257) were corrected for sample size, restriction in range, and attenuation from 49
independent samples. Correlations between phonological awareness (PA) and rapid
naming (RAN) were low (. 38) and loaded on different factors. PA and RAN were moderately
correlated with real-word reading (. 48 and. 46, respectively). Other findings were that (a) …
This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were .60 to .80) with spelling and pseudoword reading, but correlations with RAN, PA, vocabulary, orthography, IQ, and memory measures were in the low-to-moderate range (.37 to .43); and (b) correlations between reading and RAN/PA varied minimally across age groups but were weaker in poor readers than in skilled readers. The results suggested that the importance of RAN and PA measures in accounting for reading performance has been overstated.
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