Journal articles: 'Rapid automatic naming (RAN)'

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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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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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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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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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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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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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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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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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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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Borokhovski, Eugene. "Manipulating basic characteristics of the Rapid Automatized Naming task in search for its most reliable connections to reading performance." Российский психологический журнал 15, no. 2/1 (2018): 86–116. http://dx.doi.org/10.21702/rpj.2018.2.1.6.

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Introduction. Connections between Rapid Automatized Naming (RAN) task performance and reading are well documented. Primary empirical studies and meta-analyses established and described associations between specific RAN subtasks and reading outcomes. The cognitive nature of these associations, however, remains largely underexplored. This study attempts to address the issue by explicitly manipulating some critical characteristics of the RAN task (stimuli types, combinations, and familiarity) and conditions of its administration (attention demand) in search for factors that affect RAN performance and underlie its connections to reading competencies. Method. Ten modified RAN subtasks were created by manipulating type and familiarity of the stimuli, size of the stimuli source set, and demand to attention (cognitive controlled processing), involved in RAN performance. Measures of ballistic and efficiency-based automaticity, attention control, and reading rate were collected and analyzed using, ANOVA – with respect to performance on modified RAN subtasks, and correlational and multiple regression analyses – to address interrelations among major independent variables and their connections to reading rate. Results. The study found differential sensitivity of the RAN performance to the explored experimental manipulations. Specifically, significant main effects on naming speed were observed for stimuli type, stimuli familiarity and attention demand. RAN performance on most of the modified subtasks (seven out of ten) was significantly correlated with the measure of attention control, whereas only one correlation between RAN and measures of automaticity was statistically significant. Findings of multiple regression analyses confirmed this pattern of results. Attention factor explained substantially larger portion of variance in performance on modified RAN than both indices of automaticity combined. Reading rate was significantly correlated with bigram-based RAN (supposedly reflecting practice), and its correlations with other modified subtasks were higher for the elevated attention demand conditions, in one case exceeding significance level. Discussion. Understanding the cognitive nature of RAN is important for informing instructional practice of what reading skills might require special attention. This study explored specific conditions to which RAN performance may be especially sensitive. Modified RAN subtasks were markedly influenced by experimental manipulations, especially with regard to attention demand, indicating that attention, more than automaticity, could be a factor underlying naming speed as a predictor of reading.

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Borges, Robert. "Rapid Automatized Picture Naming as a Proficiency Assessment for Endangered Language Contexts: Results from Wilamowice." Journal of Communication and Cultural Trends 1, no. 1 (2019): 1–25. http://dx.doi.org/10.32350/jcct.11.01.

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This paper discusses the use of rapid automatized picture naming (RAN) in the assessment of proficiency among new speakers of endangered languages. Despite the fact that measuring proficiency among new speakers is crucial vis-à-vis the development of didactic materials and understanding language change, there are often a number of practical issues that reduce the practicality of traditional language evaluation methods. This paper investigates the potential of RAN assessments to provide a suitable indication of language proficiency by means of accuracy (ability to name pictures), speed (how quickly a verbal response is produced), and cognitive control (how well the speaker mediates cognitive load while performing the task). Results from RAN assessments administered among new speakers of Wymysorys, in concert with other data collection procedures, indicate that this type of task provides accurate insight into speakers’ proficiency. Latencies in the bilingual picture naming allow accurate insight into speakers’ proficiency as a function of the relative degrees of language entrenchment. However, increasing cognitive load during the assessment via speed of cue stimulus and frequently switching trial language showed no effect relative to the proficiency rank order established by naming accuracy and speed.

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P. Albuquerque, Cristina. "Rapid Naming: The Importance of Different Reading and Spelling Dimensions." Avances en Psicología Latinoamericana 35, no. 1 (2017): 43. http://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.3715.

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Esta investigación amplía la evidencia empírica relativa a la influencia de la nominación rápida en el aprendizaje de la lectura y escritura del portugués europeo en niños de tercero y cuarto de primaria. En la lectura, tiene en cuenta distintas dimensiones (precisión y fluidez) y materiales (palabras, pseudopalabras y texto) y controla la influencia de la consciencia fonológica. En la escritura, tiene en cuenta la precisión y la fluidez en la codificación de palabras y pseudopalabras y controla la influencia de la consciencia fonológica y de la fluidez caligráfica. En la lectura, tests RAN (uno de colores y uno de dígitos) y un test RAS (formas y colores) explicaban porcentajes más elevados de varianza en la fluidez que en la precisión. Lo principal ha sido registrado en la fluidez en la lectura de un texto por el test RAN de dígitos. En la escritura, la nominación rápida predice un pequeño, más significativo, porcentaje de fluidez en la escritura de palabras.

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Arnell, Karen M., Marc F. Joanisse, Raymond M. Klein, Michael A. Busseri, and Rosemary Tannock. "Decomposing the relation between Rapid Automatized Naming (RAN) and reading ability." Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 63, no. 3 (2009): 173–84. http://dx.doi.org/10.1037/a0015721.

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Truong, Dongnhu Thuy, Andrew Kenneth Adams, Steven Paniagua, et al. "Multivariate genome-wide association study of rapid automatised naming and rapid alternating stimulus in Hispanic American and African–American youth." Journal of Medical Genetics 56, no. 8 (2019): 557–66. http://dx.doi.org/10.1136/jmedgenet-2018-105874.

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BackgroundRapid automatised naming (RAN) and rapid alternating stimulus (RAS) are reliable predictors of reading disability. The underlying biology of reading disability is poorly understood. However, the high correlation among RAN, RAS and reading could be attributable to shared genetic factors that contribute to common biological mechanisms.ObjectiveTo identify shared genetic factors that contribute to RAN and RAS performance using a multivariate approach.MethodsWe conducted a multivariate genome-wide association analysis of RAN Objects, RAN Letters and RAS Letters/Numbers in a sample of 1331 Hispanic American and African–American youth. Follow-up neuroimaging genetic analysis of cortical regions associated with reading ability in an independent sample and epigenetic examination of extant data predicting tissue-specific functionality in the brain were also conducted.ResultsGenome-wide significant effects were observed at rs1555839 (p=4.03×10−8) and replicated in an independent sample of 318 children of European ancestry. Epigenetic analysis and chromatin state models of the implicated 70 kb region of 10q23.31 support active transcription of the gene RNLS in the brain, which encodes a catecholamine metabolising protein. Chromatin contact maps of adult hippocampal tissue indicate a potential enhancer–promoter interaction regulating RNLS expression. Neuroimaging genetic analysis in an independent, multiethnic sample (n=690) showed that rs1555839 is associated with structural variation in the right inferior parietal lobule.ConclusionThis study provides support for a novel trait locus at chromosome 10q23.31 and proposes a potential gene–brain–behaviour relationship for targeted future functional analysis to understand underlying biological mechanisms for reading disability.

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De Groot, Barry J. A., Kees P. Van den Bos, Bieuwe F. Van der Meulen, and Alexander E. M. G. Minnaert. "Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD." Journal of Learning Disabilities 50, no. 2 (2016): 168–79. http://dx.doi.org/10.1177/0022219415609186.

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Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid automatized naming (RAN). A second objective was to investigate whether comorbidity of RD and ADHD should be considered as an additive phenomenon as to RAN and PA. A total of 1,262 children, aged 8 to 13 years, were classified as RD ( n = 121), ADHD ( n = 17), comorbid (RD+ADHD; n = 16), or control ( n = 1,108). Phonological processing was assessed by standardized tests of PA and RAN. Disability groups were compared to each other and contrasted to the control group. Although results indicate substantial effects for all three disability groups on both types of phonological processing, and the RAN/PA compound measure in particular, effect sizes were considerably larger for the RD groups, as compared to the ADHD-only group. Theoretical and practical implications are discussed.

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Albuquerque, Cristina P., and Mário R. Simões. "Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures." Spanish journal of psychology 13, no. 1 (2010): 88–100. http://dx.doi.org/10.1017/s1138741600003693.

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A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.

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Wile, Tammy L., and Ron Borowsky. "What does rapid automatized naming measure? A new RAN task compared to naming and lexical decision." Brain and Language 90, no. 1-3 (2004): 47–62. http://dx.doi.org/10.1016/s0093-934x(03)00419-x.

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Ryan, Matthew, Lisa A. Jacobson, Cole Hague, Alison Bellows, Martha B. Denckla, and E. Mark Mahone. "Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis." Child Neuropsychology 23, no. 5 (2016): 571–87. http://dx.doi.org/10.1080/09297049.2016.1172560.

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Siddaiah, Anand, Marita Saldanha, Shyamala K. Venkatesh, Nallur B. Ramachandra, and Prakash Padakannaya. "Development of Rapid Automatized Naming (RAN) in Simultaneous Kannada-English Biliterate Children." Journal of Psycholinguistic Research 45, no. 1 (2014): 177–87. http://dx.doi.org/10.1007/s10936-014-9338-y.

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Geva, Ronny, Judith M. Gardner, and Bernard Z. Karmel. "Load and Order in Rapid Automatized Naming: A Large-Scale Prospective Study of Toddlers With Brain Injury." Journal of Cognitive Education and Psychology 9, no. 2 (2010): 166–82. http://dx.doi.org/10.1891/1945-8959.9.2.166.

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The rapid automatized naming task (RAN) is a well-established tool to evaluate risk of developmental disorders. Its potential use with 3-year-olds who are at risk for learning difficulties and factors affecting its dependent measures are not yet understood. This study investigated the effects of neonatal central nervous system compromise grouping (five levels, N = 617) on RAN task adapted for 3-year-olds, using two levels of information load and two presentation orders. Results showed that increased errors and slowed speed in toddlers are expected subsequent to severe neonatal CNS compromise. Furthermore, collaborative information may have a beneficial effect on processing speeds of toddlers born with severe, but not with moderate, neonatal CNS compromise. Finally, the study highlights the feasability of evaluating RAN performance in toddlers who are at a developmental risk for learning disabilities and the conditions of RAN that may facilitate performance of severely affected participants.

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Dewi, Utami, Berlin Sibarani, and Sumarsih Sumarsih. "L1 Cognitive Skills Transfer in the Process of Learning L2 of Dependent Scripts." SALTeL Journal (Southeast Asia Language Teaching and Learning) 3, no. 2 (2020): 8–16. http://dx.doi.org/10.35307/saltel.v3i2.52.

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Language transfer is one of the important areas in second language acquisition research. This study aims to describe the process of transfer L1, Bahasa Indonesia, cognitive skills to L2, English, cognitive skills of dependent scripts. Cognitive skills are the skills that support decoding, such as rapid automatized naming (RAN) and working memory (WM). This research was conducted with descriptive qualitative research design, with case study. The subjects of the study were 15 students who speak Bahasa as the first language (L1) and learn English as the second language (L2). Bahasa and English are the language which have the same scripts, dependent scripts. The subjects were given the rapid automatized naming (RAN) test and working memory (WM) test. The data of this study was analyzed with two data analysis techniques, they were non-parametric statistics and qualitative data analysis. The finding of this study was that there was no significantly transfer of cognitive skills from L1, Bahasa, to L2, English. It can be seen from the process of transfer RAN and WM as the subskills, that most of the students made different errors both in L1 and L2 RAN and WM, and they have different levels of achievement in L1 and L2 cognitive skills.

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Cronin, Virginia, and Paula Carver. "Phonological sensitivity, rapid naming, and beginning reading." Applied Psycholinguistics 19, no. 3 (1998): 447–61. http://dx.doi.org/10.1017/s0142716400010262.

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ABSTRACTReading acquisition was related to phonological sensitivity and rapid naming in a longitudinal study with young children. Phonological assessment consisted of rhyme and initial consonant discrimination, while the rapid naming tasks were made up of pictures, letters, and numbers. The subjects were 95 children from two grade levels, primary and first grade. They were tested in the fall and spring of the first year and the spring of the second year. It was found that the phonological and rapid naming tests each predicted unique variance in reading attainment, as measured at the end of the second year of the study. The rapid naming responses became more automatic early in the first grade year, while naming times generally became faster. Although many researchers regard rapid naming as part of the phonological core, the present article discusses the various advantages of considering rapid naming as a separate factor in reading development.

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Sideridis, Georgios D., Panagiotis Simos, Angeliki Mouzaki, Dimitrios Stamovlasis, and George K. Georgiou. "Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties." Journal of Learning Disabilities 52, no. 1 (2018): 59–70. http://dx.doi.org/10.1177/0022219418775112.

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The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a “generic shutdown” hypothesis. Participants were 587 elementary schoolchildren (Grades 2–4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.

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McMillen, Stephanie, Linda Jarmulowicz, Michael M. Mackay, and D. Kimbrough Oller. "Rapid shift in naming efficiency on a rapid automatic naming task by young Spanish-speaking English language learners." Applied Psycholinguistics 41, no. 4 (2020): 847–72. http://dx.doi.org/10.1017/s0142716420000260.

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AbstractThe present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes in the patterns of speed and accuracy on a rapid object-naming task were evaluated across languages for the ELL children and across the groups of children. Repeated measures analysis of variance demonstrated that ELL children have a rapid shift in language processing efficiency from Spanish to English by the end of kindergarten. Results also showed that by the end of kindergarten ELL children were slightly faster and more accurate in English compared with their monolingual peers. This work provides perspective on how lexical processing is impacted by the development of a dual lexical system. We discuss how lexical density, strength of lexical connections, and environmental constraints may influence this rapid shift in lexical processing efficiency for young Spanish-speaking ELL children.

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Howe, Ashley E., Karen M. Arnell, Raymond M. Klein, Marc F. Joanisse, and Rosemary Tannock. "The ABCs of computerized naming: Equivalency, reliability, and predictive validity of a computerized rapid automatized naming (RAN) task." Journal of Neuroscience Methods 151, no. 1 (2006): 30–37. http://dx.doi.org/10.1016/j.jneumeth.2005.07.014.

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Powell, Daisy, Rhona Stainthorp, and Morag Stuart. "Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?" Scientific Studies of Reading 18, no. 3 (2014): 192–207. http://dx.doi.org/10.1080/10888438.2013.862249.

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Wood, Carla, Kristina Bustamante, Lisa Fitton, Dana Brown, and Yaacov Petscher. "Rapid Automatic Naming Performance of Young Spanish–English Speaking Children." Languages 2, no. 3 (2017): 13. http://dx.doi.org/10.3390/languages2030013.

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de Jong, Peter F., and Lidy Oude Vrielink. "Rapid automatic naming: Easy to measure, hard to improve (quickly)." Annals of Dyslexia 54, no. 1 (2004): 65–88. http://dx.doi.org/10.1007/s11881-004-0004-1.

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Kelić, Maja, Mirta Zelenika Zeba, and Jelena Kuvač Kraljević. "Reading Predictors in Croatian." Psihologijske teme 30, no. 2 (2021): 161–84. http://dx.doi.org/10.31820/pt.30.2.1.

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Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme addition and spoonerism tasks. RAN was measured using naming of colours, and WM was measured using the WM standardised measure of digit span (WISC-IV-HR) and pseudoword repetition. In order to find the best predictors of reading rate and accuracy for both words and pseudowords, three-stage hierarchical multiple regression was conducted. The results showed that in highly transparent language when reading is automatised, RAN is the most significant predictor of both reading rate and accuracy. Although this study did not show dissociation between the predictors supporting reading speed and reading accuracy, it confirmed the importance of PA as a suppressor variable for RAN in predicting pseudowords reading time.

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Ibrahim, Raphiq. "How Does Rapid Automatized Naming (RAN) Correlate with Measures of Reading Fluency in Arabic." Psychology 06, no. 03 (2015): 269–77. http://dx.doi.org/10.4236/psych.2015.63027.

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Neuhaus, Graham, Barbara R. Foorman, David J. Francis, and Coleen D. Carlson. "Measures of Information Processing in Rapid Automatized Naming (RAN) and Their Relation to Reading." Journal of Experimental Child Psychology 78, no. 4 (2001): 359–73. http://dx.doi.org/10.1006/jecp.2000.2576.

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Misra, Maya, Tamar Katzir, Maryanne Wolf, and Russell A. Poldrack. "Neural Systems for Rapid Automatized Naming in Skilled Readers: Unraveling the RAN-Reading Relationship." Scientific Studies of Reading 8, no. 3 (2004): 241–56. http://dx.doi.org/10.1207/s1532799xssr0803_4.

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Wiig, Elisabeth H., Niels P. Nielsen, Lennart Minthon, Donna McPeek, Karim Said, and Siegbert Warkentin. "Parietal Lobe Activation in Rapid, Automatized Naming by Adults." Perceptual and Motor Skills 94, no. 3_suppl (2002): 1230–44. http://dx.doi.org/10.2466/pms.2002.94.3c.1230.

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Three automatic naming tasks (Wiig & Nielsen, 1999) were administered to 60 normally functioning adults. The mean time required for naming 40 single-dimension (colors, forms, numbers, and letters) and 40 dual-dimension stimuli (color-form, color-number, and color-letter combinations) were compared in young (17–38 yr.) and older (40–68 yr.) men and women. Analysis of variance for the combined groups indicated significant naming-time differences for age but not foe sex. There were no significant interaction effects. For men there was a significant naming time difference between age groups for forms, and for women for colors and forms. The sex-specific analyses indicated no significant differences in naming time based on age groups for color-form, color-number, or color-letter combinations. In a second study of adult subjects ( n = 14), functional brain activity was measured with regional cerebral blood flow during the performance of the color, form, and color-form naming tasks. One subject was repeatedly measured during the performance of each task, whereas 13 subjects were measured during the performance of color-form naming. In comparison to normal reference values for rest and FAS verbal fluency, blood-flow measurements showed a consistent parietal-lobe activation during form and color-form naming, but only a slight activation during color naming. During all naming tasks, a significant frontal and frontotemporal flow decrease was seen in comparison to both rest and verbal fluency reference values. This functional brain activation pattern of a parietal increase and a frontotemporal decrease was consistently confirmed across subjects during the color-form naming task.

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Norton, Elizabeth S., and Maryanne Wolf. "Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities." Annual Review of Psychology 63, no. 1 (2012): 427–52. http://dx.doi.org/10.1146/annurev-psych-120710-100431.

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Van Rinsveld, Amandine, Caroline Hornung, and Michel Fayol. "Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis." Cognitive Development 53 (January 2020): 100842. http://dx.doi.org/10.1016/j.cogdev.2019.100842.

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Kim, Young-Suk Grace, Jeung-Ryeul Cho, and Soon-Gil Park. "Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children." Journal of Learning Disabilities 51, no. 5 (2017): 473–81. http://dx.doi.org/10.1177/0022219417724817.

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We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted. In the indirect relation model, STM was hypothesized to be indirectly related to word reading via metalinguistic awareness and RAN. In the direct and indirect relations model, STM was hypothesized to be directly and indirectly related to word reading. Results from 207 beginning readers in South Korea showed that STM was directly related to word reading as well as indirectly via metalinguistic awareness and RAN. Although the direct effect of STM was relatively small (.16), the total effect incorporating the indirect effect was substantial (.42). These results suggest that STM is an important, foundational cognitive capacity that underpins metalinguistic awareness and RAN as well as word reading, and further indicate the importance of considering both direct and indirect effects of language and cognitive skills on word reading.

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Heikkilä, Riikka, Vesa Närhi, Mikko Aro, and Timo Ahonen. "Rapid Automatized Naming and Learning Disabilities: Does RAN Have a Specific Connection to Reading or Not?" Child Neuropsychology 15, no. 4 (2009): 343–58. http://dx.doi.org/10.1080/09297040802537653.

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Jacobson, James M., Niels Peter Nielsen, Lennart Minthon, Siegbert Warkentin, and Elisabeth H. Wiig. "Multiple Rapid Automatic Naming Measures of Cognition: Normal Performance and Effects of Aging." Perceptual and Motor Skills 98, no. 3 (2004): 739–53. http://dx.doi.org/10.2466/pms.98.3.739-753.

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Savage, Robert, Miriam McBreen, Fred Genesee, Caroline Erdos, Corinne Haigh, and Aishwarya Nair. "Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals." Learning and Individual Differences 62 (February 2018): 153–63. http://dx.doi.org/10.1016/j.lindif.2018.02.001.

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Ferreira-Mattar, Tais de Lima, Rauni Jandé Roama-Alves, Fernanda Araceli Gomes, Thais Freire, Sylvia Maria Ciasca, and Patrícia de Abreu Pinheiro Crenitte. "An Exploration of the Rapid Automatic Naming Test as Administered to Brazilian Children." Folia Phoniatrica et Logopaedica 72, no. 4 (2019): 316–24. http://dx.doi.org/10.1159/000501535.

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Mesman, Glenn R., and Michelle Y. Kibby. "An Examination of Multiple Predictors of Orthographic Functioning." Journal of Learning Disabilities 44, no. 1 (2010): 50–62. http://dx.doi.org/10.1177/0022219410371675.

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The purpose of this study was to compare three variables in terms of how well they predict orthographic functioning. To this end, the authors examined the relative contributions of rapid automatic naming, exposure to print, and visual processing to a composite measure of orthographic functioning in a heterogeneous group of 8- to 12-year-old children. Hierarchical regression analyses revealed that rapid naming, exposure to print, and visual processing were each predictive of orthographic functioning when controlling for the other variables as well as vocabulary knowledge and phonological awareness. Thus, it appears that both linguistic and visual abilities are related to orthographic functioning.

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Houlis, Kamariani, John H. Hogben, Troy Visser, Jeneva L. Ohan, Mike Anderson, and Steve M. Heath. "“Zooming in” on orthographic knowledge to clarify the relationship between rapid automatised naming (RAN) and word reading." Learning and Individual Differences 74 (August 2019): 101756. http://dx.doi.org/10.1016/j.lindif.2019.101756.

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Manis, Franklin R., Mark S. Seidenberg, and Lisa M. Doi. "See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders." Scientific Studies of Reading 3, no. 2 (1999): 129–57. http://dx.doi.org/10.1207/s1532799xssr0302_3.

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Sitepu, Yanti Br. "Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta." Journal of Applied Studies in Language 2, no. 1 (2018): 76. http://dx.doi.org/10.31940/jasl.v2i1.806.

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The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness (phonological awareness), rapid naming (Rapid Naming) and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Pantara Inclusive Elementary School, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of silabel, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with trisilabik). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus (Indonesianwac). The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with nonwords and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.

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JEAN, MAUREEN, and ESTHER GEVA. "The development of vocabulary in English as a second language children and its role in predicting word recognition ability." Applied Psycholinguistics 30, no. 1 (2009): 153–85. http://dx.doi.org/10.1017/s0142716408090073.

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ABSTRACTDo older English as a second language (ESL) children have the same knowledge of word meanings as English as a first language (EL1) children? How important is vocabulary's role in predicting word recognition in these groups? This study sought to answer these questions by examining the profiles of ESL and EL1 upper elementary aged children, for a 2-year period starting in Grade 5. Multivariate analyses revealed that (a) EL1 and ESL groups did not differ on underlying processing components (e.g., phonological awareness [PA], rapid automatized naming [RAN], and working memory [WM]) or on word recognition, but ESL children continued to lag behind their EL1 peers on knowledge of word meanings that correspond approximately to their grade level; and (b) vocabulary knowledge (root words and receptive vocabulary), explained a small proportion of additional variance on word recognition concurrently and longitudinally after accounting for the contributions of PA, RAN, and WM.

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Wingfield, Arthur, Harold Goodglass, and Kimberly C. Lindfield. "Separating Speed from Automaticity in a Patient with Focal Brain Atrophy." Psychological Science 8, no. 3 (1997): 247–49. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00420.x.

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Automatic processes are characterized as being rapid, as requiring little attentional effort, and as obligatory (once initiated, the activity cannot be inhibited or controlled) In contrast, controlled processes are slower, require attention, and are non-obligatory This distinction appears in the Stroop effect the interference that appears when a person tries to name the color of the ink in which a word is printed when the word spells the name of a different color This effect has historically been attributed to an automatic reading of the color name interfering with the slower, less automatic, naming of the ink color (MacLeod, 1991, Stroop, 1935) In this report, we describe a patient with focal brain atrophy whose speed of reading was no faster than his speed of naming colors, but who still showed the classic Stroop effect This finding critically challenges the traditional identification of automaticity with processing speed

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Brandstadter, Rachel, Michelle Fabian, Victoria M. Leavitt, et al. "Word-finding difficulty is a prevalent disease-related deficit in early multiple sclerosis." Multiple Sclerosis Journal 26, no. 13 (2019): 1752–64. http://dx.doi.org/10.1177/1352458519881760.

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Background: Persons with multiple sclerosis (MS) commonly report word-finding difficulty clinically, yet this language deficit remains underexplored. Objective: To investigate the prevalence and nature of word-finding difficulty in persons with early MS on three levels: patient report, cognitive substrates, and neuroimaging. Methods: Two samples of early MS patients ( n = 185 and n = 55; ⩽5 years diagnosed) and healthy controls ( n = 50) reported frequency/severity of cognitive deficits and underwent objective assessment with tasks of rapid automatized naming (RAN), measuring lexical access speed, memory, word generation, and cognitive efficiency. High-resolution brain magnetic resonance imaging (MRI) derived measurements of regional cortical thickness, global and deep gray matter volume, and T2 lesion volume. Relationships among patient-reported word-finding difficulty, cognitive performance, and neural correlates were examined. Results: Word-finding difficulty was the most common cognitive complaint of MS patients and the only complaint reported more by patients than healthy controls. Only RAN performance discriminated MS patients with subjective word-finding deficits from those without subjective complaints and from healthy controls. Thinner left parietal cortical gray matter independently predicted impaired RAN performance, driven primarily by the left precuneus. Conclusion: Three levels of evidence (patient-report, objective behavior, regional gray matter) support word-finding difficulty as a prevalent, measurable, disease-related deficit in early MS linked to left parietal cortical thinning.

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Savage, Robert, and Norah Frederickson. "Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed." Brain and Language 93, no. 2 (2005): 152–59. http://dx.doi.org/10.1016/j.bandl.2004.09.005.

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Bertoni, Sara, Sandro Franceschini, Giovanna Puccio, Martina Mancarella, Simone Gori, and Andrea Facoetti. "Action Video Games Enhance Attentional Control and Phonological Decoding in Children with Developmental Dyslexia." Brain Sciences 11, no. 2 (2021): 171. http://dx.doi.org/10.3390/brainsci11020171.

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Reading acquisition is extremely difficult for about 5% of children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). Intervention studies can be used to investigate the causal role of neurocognitive deficits in DD. Recently, it has been proposed that action video games (AVGs)—enhancing attentional control—could improve perception and working memory as well as reading skills. In a partial crossover intervention study, we investigated the effect of AVG and non-AVG training on attentional control using a conjunction visual search task in children with DD. We also measured the non-alphanumeric rapid automatized naming (RAN), phonological decoding and word reading before and after AVG and non-AVG training. After both video game training sessions no effect was found in non-alphanumeric RAN and in word reading performance. However, after only 12 h of AVG training the attentional control was improved (i.e., the set-size slopes were flatter in visual search) and phonological decoding speed was accelerated. Crucially, attentional control and phonological decoding speed were increased only in DD children whose video game score was highly efficient after the AVG training. We demonstrated that only an efficient AVG training induces a plasticity of the fronto-parietal attentional control linked to a selective phonological decoding improvement in children with DD.

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

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