Visual Processing Deficits in Children With Slow RAN Performance

Stainthorp, Rhona; Stuart, Morag; Powell, Daisy; Quinlan, Philip T.; Garwood, Holly

doi:10.1080/10888431003724070

Cited by 37 publications

(48 citation statements)

References 43 publications

(41 reference statements)

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“…First, the RAN-reading association may derive from visual processes like visual pattern recognition and visual discrimination (Araújo et al, 2011;Klein, 2002;Stainthorp, Stuart, Powell, Quinlan, & Garwood, 2010). However, these explanations have not been either widely studied or supported (Di Filippo et al, 2006;Gasperini, Brizzolara, Chritofani, Casalini, & Chilosi, 2014), while the results of deficits in visualattentional processes as a cause of poor reading skill are contradictory (Ger-tasks requiring effective or fast processing (Catts, Gillispie, Leonard, Kail, & Miller, 2002;Fawcett & Nicolson 2001;Kail & Hall, 1994;Morris et al, 1998;Wolff, Michel, & Ovrut, 1990c).…”

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

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

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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“…Previous analyses of this sample are reported in Powell et al (2007) and Stainthorp et al (2010). Children were initially recruited when they were in Years 3 and 4 (equivalent to U.S. second and third grades) of nine state-funded primary schools in southeast England to form two groups: a low RAN group (N = 74, 36 in Year 3 and 38 in Year 4) and a control group (N = 78; 36 in Year 3 and 42 in Year 4).…”

Section: Participantsmentioning

confidence: 95%

“…Consent was obtained from parents of all but two of the remaining children (the slight change in sample size hardly affected the means reported in Table 1 of Stainthorp et al, 2010). Therefore, participants in this study were 143 children-69 in the low RAN group and 74 controls.…”

Section: Participantsmentioning

confidence: 98%

“…At baseline the low RAN group were also significantly slower on a measure of simple reaction time (SRT), so SRT was included as a covariate in RT analyses reported here. Full details of baseline measures are reported in Table 1 of Stainthorp et al (2010; though please note that in this table Year 3 and 4 participants were erroneously denoted as Year 4 and 5).…”

Section: Participantsmentioning

confidence: 99%

“…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).…”

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confidence: 97%

See 2 more Smart Citations

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

Powell

Stainthorp

Stuart

2014

Scientific Studies of Reading

Self Cite

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Are Auditory and Visual Processing Deficits Related to Developmental Dyslexia?

Georgiou

Papadopoulos

Zarouna³

et al. 2012

Dyslexia

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The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological awareness, orthographic processing, short-term memory, rapid automatized naming, auditory and visual processing, and reading fluency to 21 Grade 6 children with dyslexia, 21 chronological age-matched controls and 20 Grade 3 reading age-matched controls. The results indicated that the children with dyslexia did not experience auditory processing deficits, but about half of them showed visual processing deficits. Both orthographic processing and rapid automatized naming deficits were associated with dyslexia in our sample, but it is less clear that they were associated with visual processing deficits.

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Visual Processing Deficits in Children With Slow RAN Performance

Cited by 37 publications

References 43 publications

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

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

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

Are Auditory and Visual Processing Deficits Related to Developmental Dyslexia?

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