Exploring Relationship between Rapid Automatized Naming, Phonological Awareness and Reading Skills in Adults

Authors

  • Anzal Saleem Department of English, University of Education, Lahore, Vehari Campus, Pakistan
  • Prof. Dr. Ammara Farukh Department of English, University of Education, Lahore, Vehari Campus, Pakistan
  • Assistant Prof. Sajjad Hussain Department of English, Government Graduate College , Vehari , Pakistan

Abstract

This study aims to determine the relationship between Rapid Automatized Naming , phonological awareness and Reading skills among adults. The study involved 104 students from an underdeveloped district of South Punjab, Pakistan. These students  are Multilingual . The participants were within the age range of 20 to 22 years and comprised 50 males and 54 females . The study entailed a RAN test, phonological awareness test and 2 Reading tasks. The time taken to read was the measured variable for RAN tests. The study also employed a phonological awareness task where the participants repeated the non-words read by researchers. Reading task consisted of reading 10 words in Urdu and English of varying difficulty levels. Reading accuracy was measured  as the percentage of reading correct words. The results show a non-significant relationship between RAN and Reading Skills( Urdu and English) and significant positive relationship between  phonological awareness and Reading skills( Urdu and English among adults. Additionally, RAN is a significant predictor of reading skills as well as faster RAN time indicating better reading performances.Therefore, the study demonstrates the critical role of phonological awareness in reading skills. The results show that phonological awareness has a great impact on the reading skills of adults .

Key words: Dyslexia, Phonological awareness, RAN, Reading skill, Adults

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Published

2025-08-10

Issue

Vol. 3 No. 3 (2025): Liberal Journal of Language & Literature Review

Section

Articles