Counting and RAN: Predictors of arithmetic calculation and reading fluency.

Abstract

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of later calculation but also of reading fluency. Similarly, RAN predicted later calculation as well as reading fluency. These results indicated that counting and RAN were not skill-specific predictors. Phonological awareness explained part of counting and RAN. However, the predictive effects of these 2 skills on calculation and reading remained even after phonological awareness and partially for verbal short-term memory were controlled. Thus, further exploration of other cognitive processes underlying these 2 abilities is needed.