Rapid Serial Naming Is a Unique Predictor of Spelling in Children

Savage, Robert; Pillay, Vanitha; Melidona, Santo

doi:10.1177/0022219408315814

Cited by 94 publications

(110 citation statements)

References 71 publications

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“…Beyond the effects of letter knowledge, RAN also predicted unique variance in spelling. The contribution of RAN on spelling in English has been well established (e.g., Bowers et al, 1999;Savage, Pillay, & Melidona, 2008). Bowers and Wolf (1993) have argued that slow naming speed prevents the integration of visual information from the letter sequences of words.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

et al. 2010

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We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The predictable role of orthographic consistency on literacy acquisition is discussed.

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Section: Discussionmentioning

confidence: 99%

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

et al. 2010

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“…It is noted that reading fluency measures are more closely related to NSDs, whereas reading accuracy measures are related to PDs (Bowers, 1995). In addition, naming speed has been related to spelling (Savage, Pillay, & Melidona, 2008). Therefore, differences between taxa on measures of reading fluency, comprehension and spelling were of interest, in addition to reading-related measures of vocabulary and listening comprehension.…”

Section: Methodsmentioning

confidence: 99%

A Taxometric Investigation of Developmental Dyslexia Subtypes

2012

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Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with severe reading disorders. Latent characteristics of the sample are assessed in regard to posited subtypes with phonological deficits and naming speed deficits, thus extending prior work by addressing whether these deficits embody separate classes of individuals. Findings support separate taxa of dyslexia with and without phonological deficits. Different latent structure for naming speed deficits was found depending on the definitional criterion used to define dyslexia. Non-phonologically based forms of dyslexia showed particular difficulty with naming speed and reading fluency.

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“…Since then, most of the research on RAN has been conducted in the field of dyslexia and reading research. This research has found evidence of linkages between RAN and various aspects of literacy, including reading accuracy (e.g., Compton, 2000;Cornwall, 1992; Cutting & Denckla, 2001;Kirby, Parrila, & Pfeiffer, 2003;Manis, Seidenberg, & Doi, 1999;Schatschneider et al, 2004; Wolf, 1997Wolf, , 1999, reading fluency (e.g., Torppa, Georgiou, Salmi, Eklund & Lyytinen, 2012;, and reading comprehension (Badian, 1993;Neuhaus, Foorman, Francis, & Carlson, 2001;Schatschneider et al, 2004;Sprugevica & Høien 2003, and also spelling (Georgiou, Torppa, Manolitsis, Lyytinen, & Parrila, 2012;Savage, Pillay, & Melidona, 2008;Torppa et al, 2012;. However, the research evidence thus far has shown the strongest support for a connection between RAN and reading fluency (often defined as speed of accurate response to oral reading tasks) or reading speed, as the evidence on the connections with other aspects of reading or spelling have been more or less conflicting (for reviews, see Georgiou & Parrila, 2013;.…”

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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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Rapid Serial Naming Is a Unique Predictor of Spelling in Children

Cited by 94 publications

References 71 publications

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

A Taxometric Investigation of Developmental Dyslexia Subtypes

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

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