Literacy acquisition influences children's rapid automatized naming

Peterson, Robin L.; Arnett, Anne B.; Pennington, Bruce F.; Byrne, Brian; Samuelsson, Stefan; Olson, Richard K.

doi:10.1111/desc.12589

Cited by 50 publications

(77 citation statements)

References 45 publications

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“…By covarying RAN performances at the pretraining with training effects, no significant interactions were found between the preimprovements and postimprovements at the RAN test and the type of intervention. This finding reinforces the idea that reading and rapid naming cowork for literacy learning: the automatization of rapid naming speeds up reading and vice versa (Peterson et al, ).…”

Section: Discussionsupporting

confidence: 88%

Section: Practitioner Pointsmentioning

confidence: 99%

“…In the last 40 years many studies have investigated the relationship between RAN and reading in children with different reading abilities and found that RAN is an early and significant predictor of reading across different orthographies. RAN is related to reading abilities (Di Filippo et al, , ; Helland & Morken, ; Papadopoulos, Spanoudis, & Georgiou, ; Peterson et al, ; Zoccolotti, De Luca, & Spinelli, ) regardless of the type of stimulus to be named (Landerl et al, ; Papadopoulos et al, ; van den Bos, Zijlstra, & Spelberg, ). Some studies and meta‐analyses suggest, however, that alphanumeric RAN stimuli are more strongly related to reading than are nonalphanumeric stimuli (Araújo, Reis, Petersson, & Faísca, ; Georgiou, Aro, Liao, & Parrila, ; Song, Georgiou, Su, & Hua, ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Training RAN or reading? A telerehabilitation study on developmental dyslexia

et al. 2019

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Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties.

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Section: Discussionsupporting

confidence: 88%

Section: Practitioner Pointsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Training RAN or reading? A telerehabilitation study on developmental dyslexia

et al. 2019

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“…However, early scores of RAN and digit span seemed to be reliable predictors of later reading and spelling outcomes (Helland & Morken, ). Other studies have found that children's early RAN skills and literacy skills appear to have a reciprocal effect (Peterson et al, ; Wolff, ). As to more demanding writing tasks, significant correlation between digit span scores and semantic errors in sentence dictations have been reported (Morken & Helland, ).…”

Section: The Reading Network and Literacy Skills In Dyslexiamentioning

confidence: 95%

Auditive training effects from a dichotic listening app in children with dyslexia

et al. 2018

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Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed. Three groups of third graders participated: two training groups, control training (CT) and dyslexia training (DT), and a control group that received no training (control no training, CnT). All took part in testing pretraining and posttraining. DL measures were on laterality, response scores, and attention. The three groups showed different response patterns: minor changes in CnT, change in all measures in CT, and some changes in DT. RAN and DS scores correlated significantly with some of the DL measures, especially with the attention scores. Our findings support arguments that brain architecture for language in dyslexia is lateralised in the same way as in children without dyslexia. However, the ability to modulate attention during DL is weaker in dyslexia than in typically developing children. A training‐induced normalisation of lateralisation was observed in free recall in the dyslexia group, which suggests that DL training may be a promising intervention approach.

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“…There is good evidence from studies of alphabetic orthographies that learning to read confers benefits on children's oral language development, including the development of phonological skills (e.g., Peterson et al, 2017), vocabulary knowledge (e.g., Cunningham & Stanovich, 1997), and morphological awareness (e.g., Deacon, Benere, & Pasquarella, 2012). Given the nature of the Chinese orthography, it seems reasonable to predict that the process of learning to read in Chinese may highlight semantic information (morphemes and vocabulary) which may lead to subsequent growth in these skills.…”

mentioning

confidence: 99%

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Hulme

Zhou

Tong

et al. 2018

Developmental Science

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This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary-school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.

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Literacy acquisition influences children's rapid automatized naming

Cited by 50 publications

References 45 publications

Training RAN or reading? A telerehabilitation study on developmental dyslexia

Training RAN or reading? A telerehabilitation study on developmental dyslexia

Auditive training effects from a dichotic listening app in children with dyslexia

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

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