Abstract

Several studies have shown that Rapid Automatised Naming (RAN) is an important reading predictor. However, it has also been found that RAN is a valid predictor of mathematical performance. This study explores the relationship between RAN, counting and arithmetic fluency in Chilean first graders. A total of 102 participants were evaluated with RAN letters, phonological awareness, counting, arithmetical fluency, inhibition and verbal working memory. Results show moderate correlations between RAN and counting with arithmetical fluency. After controlling for the effect of all the variables, RAN still explains a significant variance of arithmetical fluency. Although the nature of the relationship between RAN and arithmetical fluency is multi-componential, our results only confirm the role of working memory when simultaneous counting is considered in the model. Therefore, RAN is not only an important cognitive variable related to reading processes but also a key one for mathematical skills, especially when they involve a fluency component.

摘要

多项研究表明，快速自动命名 (RAN) 是一个重要的阅读预测指标。然而，还发现 RAN 是数学性能的有效预测器。本研究探讨了智利一年级学生的 RAN、计数和算术流畅度之间的关系。共有 102 名参与者接受了 RAN 字母、语音意识、计数、算术流畅度、抑制和语言工作记忆的评估。结果显示 RAN 与算术流畅性计数之间存在中等相关性。在控制了所有变量的影响后，RAN 仍然解释了算术流畅度的显着差异。尽管 RAN 与算术流畅度之间的关系本质上是多分量的，我们的结果仅证实了在模型中考虑同时计数时工作记忆的作用。因此，RAN 不仅是与阅读过程相关的重要认知变量，也是数学技能的关键变量，尤其是当它们涉及流畅性组件时。