This study examined the development of rapid automatised naming (RAN) components (i.e. articulation time and pause time) in English and Chinese, and their relations to English reading comprehension, in Chinese English immersion students at Grades 2, 4 and 6. Results indicated that pause time rather than articulation time was highly correlated with total time in both English and Chinese in all three grades. English and Chinese articulation times and English and Chinese pause times were more related after Grade 2. All component times decreased with grade level, but the decrease in English pause time between Grades 2 and 4 was the greatest. English pause time explained variance in English reading comprehension only in Grade 6. There was little evidence of cross‐language transfer from Chinese RAN components to English reading comprehension.
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Li et al. (2011) studied this question.
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