Does Rapid Automatized Naming (RAN) explain common or unique variance in reading and mathematics?

Xiao ZHANG, Tuire KOPONEN, Pekka RÄSÄNEN, Kaisa AUNOLA, Marja-Kristiina LERKKANEN, Jari-Erik NURMI

Research output: Contribution to conferencePaper


This study aims to examine longitudinal relations between rapid automatized naming (RAN) and reading and mathematical competence during childrenís early school years. Measures of RAN with pictured objects as stimuli, of mathematics with procedural computation tasks, and of reading with reading fluency tasks were administered longitudinally between kindergarten and fourth grade in a sample of 378 children. Growth-curve analyses showed that RAN, measured in kindergarten, significantly predicted common variance in reading and mathematical development through fourth grade. Moreover, RAN also significantly predicted unique variance in mathematical development but not that in reading development. There was no evidence of the prediction of mathematical or reading competence to the growth of RAN skills. These results highlight the potential role of RAN in engendering individual differences in childrenís developmental trajectories of reading and mathematics.
Original languageEnglish
Publication statusPublished - Aug 2015


school grade


Zhang, X., Koponen, T., Rasanen, P., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2015, August). Does Rapid Automatized Naming (RAN) explain common or unique variance in reading and mathematics?. Paper presented at The 16th Biennial EARLI Conference for Research on Learning and Instruction: Towards a reflective society: Synergies between learning, teaching and research, The Cyprus University of Technology, Limassol, Cyprus.