Rapid colour naming as a predictor of reading skills in first-grade children

This study validated the capacity of Rapid Automatized Naming (RAN) test to predict later reading abilities in children of the first grade of elementary school (38 children participated in the data collection). During the experimental session a colour RAN task was administered, followed by a word list reading task, used to test the reading abilities of the participants. Additionally, two different word lists with different spacing was used in the reading task; through this differentiation it was found that augmented spacing hinders word recognition. No difference was found in the number of errors. Finally, it was not found any correlation between reading performance and the negative effect of spacing.