RAN and Double-Deficit Theory

Cronin, Virginia

doi:10.1177/0022219411413544

Cited by 26 publications

(25 citation statements)

References 50 publications

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“…This assumption is supported by the results of this study, since the double-deficit children in the control group performed about one to two standard deviations below the performance of the children in the no-deficit and the single-deficit groups. This result mostly agrees with the investigations of Kirby et al (2003), Cronin (2013) and Torppa et al (2013).…”

Section: Discussionsupporting

confidence: 93%

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Mayer¹,

Motsch²

2015

JEL

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This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write.Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners' reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily.

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Section: Discussionsupporting

confidence: 93%

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Mayer¹,

Motsch²

2015

JEL

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“…25 We used the Comprehensive Test of Phonological Processing (CTOPP) to assess skills that support reading decoding, speed, and fluency. [26][27][28][29] Two CTOPP composite scores were used: phonological awareness (ie, sound blending, elision) and rapid naming (ie, verbal retrieval of symbols). All of these tests have demonstrated good to excellent reliability and validity.…”

Section: Methodsmentioning

confidence: 99%

“…All of these tests have demonstrated good to excellent reliability and validity. [23][24][25][26][27][28][29] Age-based standardized scores with a mean of 100 and SD of 15 were used for all measures.…”

Section: Methodsmentioning

confidence: 99%

Intellectual and Academic Functioning of School-Age Children With Single-Suture Craniosynostosis

et al. 2015

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We compared the developmental status of school-age children with single-suture craniosynostosis (case group) and unaffected children (control group). Within the case group we compared the performance of children distinguished by location of suture fusion (sagittal, metopic, unicoronal, lambdoid). METHODS:We administered standardized tests of intelligence, reading, spelling, and math to 182 case participants and 183 control participants. This sample represented 70% of those tested during infancy before case participants had corrective surgery. RESULTS:After adjustment for demographics, case participants' average scores were lower than those of control participants on all measures. The largest observed differences were in Full-Scale IQ and math computation, where case participants' adjusted mean scores were 2.5 to 4 points lower than those of control participants (Ps ranged from .002 to .09). Adjusted mean case-control differences on other measures of achievement were modest, although case deficits became more pronounced after adjustment for participation in developmental interventions. Among case participants, 58% had no discernible learning problem (score ,25th percentile on a standardized achievement test). Children with metopic, unicoronal, and lambdoid synostosis tended to score lower on most measures than did children with sagittal fusions (Ps ranged from ,.001 to .82). CONCLUSIONS:The developmental delays observed among infants with single-suture craniosynostosis are partially evident at school age, as manifested by lower average scores than those of control participants on measures of IQ and math. However, case participants' average scores were only slightly lower than those of control participants on reading and spelling measures, and the frequency of specific learning problems was comparable. Among case participants, those with unicoronal and lambdoid fusions appear to be the most neurodevelopmentally vulnerable.

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“…There are also contradictory findings on the role of single-deficit subgroups based on DDH: even though a group with double-deficit has often been the poorest in most literacy skills, not all studies have found significant differences between single-deficit groups in reading skills (e.g. Cronin, 2013;, see also for review).…”

Section: The Double-deficit Hypothesismentioning

confidence: 99%

“…It is assumed that the most severe reading disabilities are manifested in the double-deficit group, which reflects the additive nature of naming speed deficit and phonological deficit. A number of studies have been able to replicate and confirm the DDH in several languages and in samples with variety of reading skills (for reviews, see Georgiou & Parrila, 2013;, and for the most recent results, see Cronin, 2013;Torppa et al, 2012Torppa et al, 2013). Several results support the independent role of RAN as a predictor of reading disabilities.…”

mentioning

confidence: 91%

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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RAN and Double-Deficit Theory

Cited by 26 publications

References 50 publications

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

Intellectual and Academic Functioning of School-Age Children With Single-Suture Craniosynostosis

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

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