The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model

Even though researchers have established that rapid serial naming (RSN), or the ability to name within a restricted category of visual stimuli quickly , is a significant predictor of word reading, the predictive nature of RSN is not well understood. To investigate the relationship of RSN and other va riables thought to contribute to beginning word reading (phonological aware ness, orthographic knowledge, memory span, processing speed, and articulati on), a preliminary/exploratory model of word reading was developed and then tested by path analysis. Results indicated that no variable in the model c ould fully `explain' RSN; processing speed, but not articulation, contribut ed to RSN performance. RSN and orthographic knowledge were significantly re lated, but this relationship was due to the effects of processing speed. In terms of their unique contributions to the variance in word reading, RSN, phonological awareness, and orthographic knowledge were independent of each other. While these results pertain only to normal readers and are prelimin ary in nature, they may provide a basis for a clear interpretation of simil ar studies conducted with both normal and dyslexic readers.