We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M_age = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency.

我们在257名德国儿童（139名男孩，118名女孩；M_年龄 = 5.60年，标清 = 0.31），从幼儿园到1年级。在幼儿园，对孩子进行了RAN（颜色和物体），语音意识，字母声音知识，语音短期记忆和配对联想学习的评估。在一年级结束时评估阅读流利度，阅读理解力和拼写。分层回归分析显示，在控制了其他认知的影响后，停顿时间和停顿时间的一致性可以继续预测阅读流利程度，但不能预测阅读理解力或拼写。在幼儿园评估技能。发音时间并没有增加对任何读写能力的预测。这些发现支持了以前的研究，表明在学习阅读的早期阶段，暂停时间是RAN与阅读流畅性之间关系的关键。