Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed

Background The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that have only two items, that is, naming shapes according to two sizes: ‘little’ or ‘big’. However, despite the RAN sizes advantages, as far as we know, this test is not widely used. The purpose of the current study was to examine whether RAN sizes in kindergarten predict reading speed and accuracy toward the end of first grade among Hebrew speaking children. Methods A total of 113 Hebrew‐speaking children were assessed twice. In preschool, we collected matrix reasoning, phonological awareness and RAN sizes data. In first grade, these data were recollected along with reading data. Results Kindergarten RAN sizes accounted for 4% of the variance in reading accuracy and 4% of the variance in reading speed. Phonological awareness accounted for 4% of the variance in reading accuracy only. In first grade, RAN sizes explained 19% of the variance in reading speed, with no significant contribution to accuracy. Phonological awareness still explained 4% of the variance in accuracy. Conclusions The results from the current study support the claim that RAN is a unique longitudinal predictor of early reading, over and above phonological awareness. Moreover, rapid size naming may be used to test RAN with less reliance on alphanumeric and vocabulary knowledge. Finally, RAN sizes may be used to predict reading speed in Hebrew. Highlights What is already known about this topic Two of the main precursors of word reading ability are phonological awareness (PA) and rapid automatized naming (RAN). RAN of digits and letters is more strongly related to reading than RAN of colours and objects. The relationship between RAN and reading depends on orthographic regularity. What this paper adds RAN in kindergarten predicts speed and accuracy of reading pointed Hebrew in first grade. Among Hebrew‐speaking children, by the end of first grade, PA contributed a significant unique variance to reading accuracy and RAN sizes contributed a significant unique variance to reading speed. Implications for theory, policy or practice RAN sizes can be used when less reliance on alphanumeric and vocabulary knowledge is needed. Among kindergarten and first grade Hebrew‐speaking children, RAN sizes can be used to predict reading speed.