Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?

Powell, Daisy; Stainthorp, Rhona; Stuart, Morag

doi:10.1080/10888438.2013.862249

Cited by 32 publications

(22 citation statements)

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“…According to Bowers and Wolf (1993), if letter identification proceeds too slowly, letter representations in words are not activated quickly enough to induce sensitivity to commonly occurring orthographic patterns. In support of this hypothesis, researchers found that children with slow naming speed experience orthographic processing deficits (e.g., Conrad & Levy, 2007;Powell, Stainthorp, & Stuart, 2014;Sunseth & Bowers, 2002). In addition, RAN has been found to be a stronger predictor of exception word reading (that presumably relies on good orthographic processing) than of nonword reading (that presumably relies on good phonological recoding) (e.g., Kruk, Mayer, & Funk, 2014;Manis, Seidenberg, & Doi, 1999).…”

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confidence: 84%

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

et al. 2015

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mentioning

confidence: 84%

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

et al. 2015

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“…Finally, despite the significant association found between RAN and orthographic processing, RAN has had unique variance in predicting reading fluency after controlling for orthographic processing (Cutting & Denckla, 2001;Zoccolotti, De Luca, Marinelli, & Spinelli, 2014), and the association between RAN and orthographic processing has disappeared after controlling for processing speed (Cutting & Denckla, 2001). As the results of Powell et al (2014) in their recent article show, the question on the RAN-orthography relationship is far from resolved, as the different aspects of orthographic processing may vary in their association with RAN (Powell et al, 2014; see also discussion in ).…”

Section: In a Search Of Explanations For The Ran-reading Relationshipmentioning

confidence: 99%

“…In longitudinal studies, naming speed has proven to be rather stable and naming speed deficits appear to be persistent in nature (e.g., Powell, Stainthorp, & Stuart, 2014). Some part of this stability can be explained by genetic sources, as a strong genetic influence has been shown in RAN performance (e.g., Byrne et al, 2006; Christopher et al, 2015; Davis et al, 2001;Petrill, Deater-Deckard, Thompson, DeThorne, & Schatschneider, 2006;Petrill et al, 2010;Samuelsson et al, 2007).…”

Section: What Is Rapid Automatized Naming (Ran)?mentioning

confidence: 99%

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

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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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“…Multiple studies have highlighted a relationship between RAN and performance on language and literacy tasks [47][48][49]; however, there is no consensus regarding which skills are tasked in RAN measures [40]. Vocabulary, memory, speed of lexical access, verbal fluency, and phonological processing are among reported significant correlations highlighted in the existing literature.…”

Section: Relationship Between Rapid Automatic Naming and Performance mentioning

confidence: 95%

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

et al. 2017

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Abstract:The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish-English speaking DLLs.

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Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?

Cited by 32 publications

References 38 publications

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

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

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

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