Relevant bibliographies by topics / Rapid automatic naming (RAN)

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Academic literature on the topic 'Rapid automatic naming (RAN)'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Rapid automatic naming (RAN)"

1

Huff, Elisa, Jody Sorenson, and Jess Dancer. "Relation of Reading Rate and Rapid Automatic Naming among Third Graders." Perceptual and Motor Skills 95, no. 3 (2002): 925–26. http://dx.doi.org/10.2466/pms.2002.95.3.925.

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The relation of reading rate and rapid automatic naming (RAN) for pictures was investigated for 31 third graders. Reading rate was measured as the number of seconds required for reading aloud a third-grade passage. Rapid automatic naming was assessed with the RAN portion of the Woodcock Johnson III Tests of Cognitive Abilities. A moderate correlation of −.61 between the sets of scores suggests RAN assessment may be useful in screening for reading deficits in third-grade children.
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2

Borokhovski, Eugene, Robert M. Bernard, Norman Segalowitz, and Anna Sokolovskaya. "Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data." Российский психологический журнал 15, no. 1 (2018): 46–76. http://dx.doi.org/10.21702/rpj.2018.1.3.

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Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies.
 Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types.
 Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures.
 Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.
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Crewther, Sheila G., Brenda Thomson, Robin Laycock, and David P. Crewther. "I RAN Fast and I Remembered What I Read: The Relationship between Reading, Rapid Automatic Naming, and Auditory and Visual Short-Term Memory." i-Perception 2, no. 4 (2011): 264. http://dx.doi.org/10.1068/ic264.

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4

Morera, Carrie Champ, Alicia Carrillo, and Steven G. Feifer. "A-190 An Examination of the Equivalence of the in-Person and Remote Administration of the Feifer Assessment of Reading Screening Form." Archives of Clinical Neuropsychology 36, no. 6 (2021): 1245. http://dx.doi.org/10.1093/arclin/acab062.208.

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Abstract Objective As psychologists rely more on technology while navigating the digital world, we must adapt existing assessment tools. In response to this need, a process was designed for conducting remote administration of the Feifer Assessment of Reading Screening Form (FAR Screening Form; Feifer, 2015), which was designed to identify children “at risk” for developmental dyslexia. Our current study evaluates the equivalence between remote, online administration and in-person administration of the FAR Screening Form. Method This is a paired case control study in which 70 participants were administered the FAR Screening Form in an online, remote format, following a specific procedure to retain the validity of scores. These individuals were matched based on age, sex, education, and race with participants from the standardization sample of the FAR Screening Form. Results Independent-samples t-tests were conducted, and determined no significant effect of administration format for scores on the Phonemic Awareness (PA) and Semantic Concepts (SC) subtests, as well as the overall FAR Screening Index. Rapid Automatic Naming (RAN), a speeded subtest, showed a significant effect for administration format. Due to this effect, a new FAR Remote Screening Index (SRI) was created that includes only the PA and SC subtests. The SRI has demonstrated reliability and validity consistent with the FAR Screening Index. Conclusions The present study suggests that remote and in-person administrations of the PA and SC subtests of the FAR Screening Form are generally equivalent. During remote administration, it’s not recommended to use the RAN subtest; the SRI should be used to derive the screening index score.
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5

WISEHEART, REBECCA, SUNJUNG KIM, LINDA J. LOMBARDINO, and LORI J. P. ALTMANN. "Indexing effects of phonological representational strength on rapid naming using rime neighborhood density." Applied Psycholinguistics 40, no. 2 (2018): 253–77. http://dx.doi.org/10.1017/s0142716418000565.

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AbstractA long-standing hypothesis is that rapid automatized naming (RAN) measures access to phonological representations stored in long-term memory, but this has been difficult to test experimentally because phonological representations are mental constructs not easily operationalized. Here, we provide a method to test this theory using rime neighborhood density as an index of phonological representational strength. Thirty adults completed four picture-naming tasks orthogonalized for item composition (repeating vs. nonrepeating) and presentation format (discrete vs. serial). Each task was presented in two dichotomous conditions of rime neighborhood density (dense and sparse). There was no effect of rime neighborhood density on naming speed in the discrete nonrepeated (confrontation naming) task. However, rime neighborhood density significantly facilitated naming speed for serial repeated (i.e., RAN), discrete repeated, and serial nonrepeated tasks (ps<.03). The effect was weakest for confrontation naming (d=0.14) and strongest for both discrete and serial RAN tasks (ds=1.01), suggesting that repeating items, not serial presentation, makes RAN uniquely sensitive to manipulations of rime neighborhood density and, by proxy, phonological representations.
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6

Georgiou, George K., and Blair Stewart. "Is rapid automatized naming automatic?" Preschool and Primary Education 1 (October 15, 2013): 67. http://dx.doi.org/10.12681/ppej.46.

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7

Chau, Luan Tuyen, Mila Dimitrova Vulchanova, and Joel B. Talcott. "To Name or Not to Name: Eye Movements and Semantic Processing in RAN and Reading." Brain Sciences 11, no. 7 (2021): 866. http://dx.doi.org/10.3390/brainsci11070866.

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This study examined the well-established relationship between rapid naming and reading. Rapid automatized naming (RAN) has long been demonstrated as a strong predictor of reading abilities. Despite extensive research spanning over 4 decades, the underlying mechanisms of these causes remain a subject of inquiry. The current study investigated the role of eye movements and semantic processing in defining the RAN-reading relationship. The participants in this study were 42 English-speaking undergraduate students at a British university. The materials included a word reading task, two conventional RAN tasks (object and digit), and two RAN-like categorization tasks (object and digit). The results obtained suggested the interdependence between rapid naming and semantic processing. Hierarchical multiple regression analyses revealed that oculomotor control remains an integral part of variability in RAN and reading performance. Taken together, our results suggest that RAN and reading measures are correlated because both require rapid and accurate retrieval of phonological representations, semantic properties of visual stimuli, and stable co-ordination of eye movements.
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8

Kruk, Richard S., and Cassia Luther Ruban. "Beyond Phonology: Visual Processes Predict Alphanumeric and Nonalphanumeric Rapid Naming in Poor Early Readers." Journal of Learning Disabilities 51, no. 1 (2016): 18–31. http://dx.doi.org/10.1177/0022219416678406.

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Visual processes in Grade 1 were examined for their predictive influences in nonalphanumeric and alphanumeric rapid naming (RAN) in 51 poor early and 69 typical readers. In a lagged design, children were followed longitudinally from Grade 1 to Grade 3 over 5 testing occasions. RAN outcomes in early Grade 2 were predicted by speeded and nonspeeded visual processing measures, after controlling for initial (Grade 1) RAN, matrix reasoning, phonological awareness, and word decoding abilities. A predictive influence of backward visual masking—a speeded visual discrimination task—was found for nonalphanumeric RAN in early Grade 2 but not for alphanumeric RAN or subsequent RAN ability in Grades 2 and 3. A nonspeeded predictor involving controlled visual attention accounted for significant variance in early Grade 2 RAN in the poor early reader group. Results are discussed in relation to Wolf, Bowers, and Biddle’s conceptualization of rapid naming—in particular, on the roles of visual processes in speeded low and nonspeeded high spatial frequency visual information in predicting RAN.
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9

Lervåg, Arne, and Charles Hulme. "Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency." Psychological Science 20, no. 8 (2009): 1040–48. http://dx.doi.org/10.1111/j.1467-9280.2009.02405.x.

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Previous studies have shown that rapid automatized naming (RAN) is a correlate of early reading skills; however, the interpretation of this finding remains controversial. We present the results from a 3-year longitudinal study. RAN, measured with nonalphabetic stimuli before reading instruction has begun, is a predictor of later growth in reading fluency. After reading instruction has started, RAN continues to exert an influence on the development of reading fluency over the next 2 years. However, there is no evidence of a reciprocal influence of reading fluency on the growth of RAN skill. We suggest that RAN taps the integrity of left-hemisphere object-recognition and naming circuits that are recruited to function as a critical component of the child's developing visual word-recognition system.
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10

Swanson, H. Lee, Guy Trainin, Denise M. Necoechea, and Donald D. Hammill. "Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence." Review of Educational Research 73, no. 4 (2003): 407–40. http://dx.doi.org/10.3102/00346543073004407.

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This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were .60 to .80) with spelling and pseudoword reading, but correlations with RAN, PA, vocabulary, orthography, IQ, and memory measures were in the low-to-moderate range (.37 to .43); and (b) correlations between reading and RAN/PA varied minimally across age groups but were weaker in poor readers than in skilled readers. The results suggested that the importance of RAN and PA measures in accounting for reading performance has been overstated.
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