RAN objects less efficient for decoders than for children using lexical processes

Purpose. While rapid automatized naming (RAN) is recognized as one of the reliable predictors of reading, it is still unclear whether RAN is related to a particular reading component beyond the reading speed dimension. Indeed, several studies have linked the contribution of RAN to the development of lexical processing in reading, whereas other studies indicated that RAN was more strongly associated with phonological decoding. The purpose of this study was to understand better the relationship between RAN and both reading processes with a fine-grained analysis of RAN. Method. Sixty-two Grade 3 French-speaking children (Mage = 9.00) were assessed with word reading and spelling (regular, irregular and pseudowords), phonological awareness, RAN letters, digits, colors and objects with four matrices varying the repetition of words and their length. Children were separated into two groups based on their performance in irregular word reading: phonological decoding group (n = 30) and lexical processing group (n = 32). Results. ANOVAs indicated a more pronounced length effect in word reading in children from the phonological decoding group than children from the lexical processing group. Children from the phonological processing group obtained significantly lower scores in RAN objects than children from the lexical processing group. In contrast, the scores of the two groups were equivalent for the other RAN matrices. Conclusion. In sum, the results showed that the decoders have a lower level of RAN for RAN objects only, which is interpreted according to the cognitive processes involved in this type of matrix specifically