RAN Backward: A Test of the Visual Scanning Hypothesis

Protopapas, Athanassios; Altani, Angeliki; Georgiou, George K.

doi:10.1080/10888438.2013.769556

Cited by 19 publications

(21 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More importantly, however, it is not surprising that processes subserving single symbol recognition (including oculomotor coordination) explain less variance in our text reading task than in a word reading task. Indeed, in our data the average amount of variance explained by the total of all RAN-related read-silent conditions was 8% (median 9.2%) across Studies 1 and 2, which is on par with the amount of variance that RAN naming times explained in text reading fluency in Protopapas et al (2013), viz. 7% explained by digit forward-and 6% by digit-backward RAN.…”

Section: Discussionsupporting

confidence: 47%

“…For example, Protopapas et al (2013) observed that digit forward-RAN accounted for 37% of variance in word reading fluency. We believe this apparent discrepancy stems from both our choice of population and task.…”

Section: Discussionmentioning

confidence: 99%

“…Protopapas et al (2013) coined the phrase “visual scanning hypothesis” to summarize findings and interpretations of Clarke et al (2005), Logan et al (2011) and Kuperman and Van Dyke (2011). Protopapas et al further proposed that the visual scanning hypothesis implicates “overlearned, automatized procedures effecting left-to-right-then-down control” as a predictive factor in the relation between RAN and reading fluency.…”

Section: Discussionmentioning

confidence: 99%

“…We will refer to this hypothesis as the visual scanning hypothesis (cf. Protopapas, Altani & Georgiou, 2013). …”

mentioning

confidence: 99%

See 3 more Smart Citations

Eye-Movement Control in RAN and Reading

Kuperman

Dyke

Henry

2016

Scientific Studies of Reading

View full text Add to dashboard Cite

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in three modified RAN tasks. We analyzed two samples of undergraduate readers (age 17–27), we evaluated the incremental contributions of these components and found that saccadic planning to non-linguistic stimuli alone explained roughly one-third of the variance that conventional RAN tasks explained in eye-movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye-movements to visual non-linguistic stimuli.

show abstract

Section: Discussionsupporting

confidence: 47%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…We will refer to this hypothesis as the visual scanning hypothesis (cf. Protopapas, Altani & Georgiou, 2013). …”

mentioning

confidence: 99%

See 2 more Smart Citations

Eye-Movement Control in RAN and Reading

Kuperman

Dyke

Henry

2016

Scientific Studies of Reading

View full text Add to dashboard Cite

show abstract

“…Several candidates have been suggested, including speed of processing (Kail, Hall, & Caskey, 1999), visual attention span (Bosse, Tainturier, & Valdois, 2007), visual processing (Stainthorp, Powell, Stuart, Quinlan, & Garwood, 2010), serial processing (Georgiou, Parrila, Cui, & Papadopoulos, 2013), and higher level cognitive control (Protopapas, Altani, & Georgiou, 2013), whereas it was Bowers and Wolf (1993) who first suggested a mechanism whereby cognitive factors underlying poor RAN performance could lead to reading deficits by impairing orthographic knowledge. This could present a clear developmental impediment, as reading is thought to shift from a reliance on decoding to orthographic processes as the reading system matures (Ehri, 2005).…”

mentioning

confidence: 99%

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

Powell

Stainthorp

Stuart

2014

Scientific Studies of Reading

View full text Add to dashboard Cite

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

McWeeny

Choi

Choe

et al. 2022

Reading Research Quarterly

View full text Add to dashboard Cite

Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta‐analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 participants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English‐speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade‐school reading at r = −.38, similar in magnitude to previous concurrent meta‐analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non‐alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta‐analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of rsp = −.25 demonstrates RAN’s significant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.

show abstract

RAN Backward: A Test of the Visual Scanning Hypothesis

Cited by 19 publications

References 24 publications

Eye-Movement Control in RAN and Reading

Eye-Movement Control in RAN and Reading

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

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

Contact Info

Product

Resources

About