Accuracy and phonological access as reading comprehension predictors

Reading comprehension difficulties are common in neurodevelopmental disorders, yet their underlying cognitive predictors remain debated. This study examined the predictive roles of reading accuracy—operationalized as words read per minute—and rapid automatized serial naming (RAN) in reading comprehension among 637 Brazilian students from second to fifth grade (57% girls), primarily enrolled in public schools (87.4%). Participants were classified into two groups: those with reading comprehension difficulties (G1) and those without (G2). Assessments included oral reading of isolated words, RAN of objects, and reading of a narrative text. Results indicated that G1 exhibited significantly lower accuracy compared to G2. Regression analyses showed that reading accuracy, but not RAN, predicted reading comprehension, with predictive effects restricted to the early school years. These findings highlight reading accuracy as a relevant marker for monitoring reading comprehension development in early elementary education and may inform early identification and intervention strategies for children at risk of neurodevelopmental reading difficulties.