Abstract
This study examined the relative validity of phonological analysis (mora deletion, sound matching), rapid automatized naming (RAN), and visual search (cross out speed and accuracy) abilities for predicting fluent text reading and reading comprehension within typically developing Japanese 5th graders (39 in all). Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. Given the differences between English and Japanese orthography, it was hypothesized that unique patterns of relationships would be obtained for children reading Japanese. The results demonstrate that mora deletion contributes significantly to speed of oral reading. When mora deletion was excluded from the regression model, RAN (number, hiragana, kanji) also explained variance in oral reading speed. Furthermore, visual search speed predicts accuracy of oral reading. When there is no influence of visual search speed in the regression model, sound matching and kanji RAN are also significantly associated with oral reading accuracy. General knowledge influenced reading comprehension. Based on our previous studies on reading of Japanese kindergartners and first graders, the findings suggest that the predictive power of these measures varies depending on the nature of the reading task and stage of development.
