Deconstructing rapid automatized naming: Component processes and the prediction of reading difficulties

Savage, Robert; Pillay, Vanitha; Melidona, Santo

doi:10.1016/j.lindif.2007.04.001

Cited by 49 publications

(47 citation statements)

References 73 publications

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“…RAN tasks require participants to rapidly name a series of items presented in an array, and these tasks have been used extensively in studies of children's reading development (Denckla & Rudel, 1974, 1976see Swanson, Trainin, Necoechea, & Hammill, 2003, for a meta-analysis). Some studies have indicated that RAN performance reflects processing speed above and beyond reading ability (Cutting & Denckla, 2001;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Kail & Hall, 1994;Kail, Hall, & Caskey, 1999;Savage, Pillay, & Melidona, 2007;Wolf & Bowers, 1999). Kuperman and Van Dyke (2011) demonstrated that RAN performance was one of the strongest unique predictors of eye-movement behavior during reading and suggested that the RAN task should be considered an index of oculomotor processing speed, which allows rapid coordination of lexical processing and eyemovement control (e.g., Reichle, Pollatsek, Fisher, & Rayner, 1998).…”

Section: Introductionmentioning

confidence: 99%

Individual differences in the perceptual span during reading: Evidence from the moving window technique

Choi

Lowder

Ferreira

et al. 2015

Atten Percept Psychophys

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We report the results of an eye tracking experiment that used the gaze-contingent moving window technique to examine individual differences in the size of readers' perceptual span. Participants read paragraphs while the size of the rightward window of visible text was systematically manipulated across trials. In addition, participants completed a large battery of individual-difference measures representing two cognitive constructs: language ability and oculomotor processing speed. Results showed that higher scores on language ability measures and faster oculomotor processing speed were associated with faster reading times and shorter fixation durations. More interestingly, the size of readers' perceptual span was modulated by individual differences in language ability but not by individual differences in oculomotor processing speed, suggesting that readers with greater language proficiency are more likely to have efficient mechanisms to extract linguistic information beyond the fixated word.

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Section: Introductionmentioning

confidence: 99%

Individual differences in the perceptual span during reading: Evidence from the moving window technique

Choi

Lowder

Ferreira

et al. 2015

Atten Percept Psychophys

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“…There are several proponents of the first view, according to which RAN can be subsumed under phonological processing skills as it basically reflects an ability to efficiently retrieve phonological representations from long term memory, thus rendering it a useful measure of phonological access (Bowey et al., 2005;Kibby, Lee, & Dyer, 2014;Ramus 2014;Ramus & Szenkovits, 2008;Savage, Pillay, & Melidona, 2007;Torgesen, et al, 1997;Vaessen et al, 2009;Vellutino, Fletcher, Snowling, & Scanlon, 2004;Wagner et al, 1997). On a broader view of the construct of phonological skills, RAN has also been subsumed under this heading as a measure of lexical retrieval (i.e., access or retrieval of lexical phonological representations, Ramus & Szenkovits, 2008;Wagner & Torgesen, 1987).…”

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confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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“…The evidence related to naming speed deficits in individuals with dyslexia has been derived from correlational, longitudinal, and cross-sectional studies, as well as some reading-level studies (e.g., Ackerman & Dykman, 1993;Bowers, Steffy, & Tate, 1988;Bowers & Swanson, 1991;Chiappe, Stringer, Siegel, & Stanovich, 2002;Denckla & Rudel, 1976b;Kirby, Desrochers, Roth, & Lai, 2008;Korhonen, 1991;Korhonen, 1995;Manis, Doi, & Bhadha, 2000;Plaza & Cohen, 2003;Rudel, Denckla, & Broman, 1978;Savage, Pillay, & Melidona, 2007;Snyder & Downey, 1995;Wolf, 1982Wolf, , 1991. As indicated earlier only a brief overview of major findings is presented here.…”

Section: Cerebellar Deficit and Reading Disability 21mentioning

confidence: 99%

Is a cerebellar deficit the underlying cause of reading disabilities?

Irannejad

Savage

2011

Ann. of Dyslexia

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This thesis critically appraised the Cerebellar Deficit Theory (CDT) which claims to provide a parsimonious explanation of the two most prominent existing cognitive deficit theories of dyslexia, namely the phonological and the speed naming deficit theories. Specifically, a mild congenital cerebellar deficit is proposed to give rise to a series of impairments that eventually lead to difficulties in rapid naming, phonological processing and reading. Conceptual problems with the theoretical model behind the CDT were first identified and discussed. The behavioral evidence related to CDT was then evaluated. Following this evaluation, four major questions related to CDT were examined: (1) Was there a relationship between word reading as measured by word identification task and (a) phonological awareness, (b) reading fluency and rapid automatized naming, and (c) purported cerebellar processing tas ks?; (2) Did a subgroup of children with dyslexia selected from the sample for this thesis differ in their performance on any of the motor, cerebellar, reading, phonological, and rapid naming measures when compared to a reading-age (RA) and chronological-age (CA) match control subgroup selected from the same sample?; (3) Did any of these group differences remain when the effect of attention was controlled statistically?; and (4) Un déficit phonologique, indépendant de tout déficit cérébelleux, a semblé fournir l"explication la plus convaincante des difficultés en lecture du sous-groupe de dyslexiques par rapport aux lecteurs typiques.vi Acknowledgments

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Deconstructing rapid automatized naming: Component processes and the prediction of reading difficulties

Cited by 49 publications

References 73 publications

Individual differences in the perceptual span during reading: Evidence from the moving window technique

Individual differences in the perceptual span during reading: Evidence from the moving window technique

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Is a cerebellar deficit the underlying cause of reading disabilities?

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