Relevant bibliographies by topics / Rapid Automatized Naming

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Rapid Automatized Naming'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Rapid Automatized Naming"

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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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Neuhaus, Graham. "Rapid automatized naming method and apparatus." Journal of the Acoustical Society of America 112, no. 3 (2002): 801. http://dx.doi.org/10.1121/1.1514537.

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Ceccato, Roberta, Mª Dolores Gil Lario, and Mª Isabel Marí Sanmillán. "Rapid automatized naming in early literacy." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2019): 167. http://dx.doi.org/10.17060/ijodaep.2019.n1.v3.1465.

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Peterson, Robin L., Anne B. Arnett, Bruce F. Pennington, Brian Byrne, Stefan Samuelsson, and Richard K. Olson. "Literacy acquisition influences children's rapid automatized naming." Developmental Science 21, no. 3 (2017): e12589. http://dx.doi.org/10.1111/desc.12589.

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Pape-Neumann, J., M. van-Ermingen-Marbach, N. Verhalen, S. Heim, and M. Grande. "Rapid Automatized Naming, Verarbeitungs-geschwindigkeit und Leseflüssigkeit." Sprache · Stimme · Gehör 39, no. 01 (2015): 30–35. http://dx.doi.org/10.1055/s-0035-1545269.

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Siddaiah, Anand, and Prakash Padakannaya. "Rapid Automatized Naming and Reading: A Review." Psychological Studies 60, no. 1 (2014): 70–76. http://dx.doi.org/10.1007/s12646-014-0280-8.

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Denckla, Martha Bridge, and Laurie E. Cutting. "History and significance of rapid automatized naming." Annals of Dyslexia 49, no. 1 (1999): 29–42. http://dx.doi.org/10.1007/s11881-999-0018-9.

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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 fo
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Georgiou, George K., Rauno Parrila, Ying Cui, and Timothy C. Papadopoulos. "Why is rapid automatized naming related to reading?" Journal of Experimental Child Psychology 115, no. 1 (2013): 218–25. http://dx.doi.org/10.1016/j.jecp.2012.10.015.

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Loveall, Susan J., Marie Moore Channell, B. Allyson Phillips, and Frances A. Conners. "Phonological recoding, rapid automatized naming, and orthographic knowledge." Journal of Experimental Child Psychology 116, no. 3 (2013): 738–46. http://dx.doi.org/10.1016/j.jecp.2013.05.009.

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Dissertations / Theses on the topic "Rapid Automatized Naming"

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McCartney, Rebecca Eisenberg. "Rapid Automatized Naming and Reading Ability." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/48.

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The Rapid Automatized Naming test (RAN) has been shown to be a strong predictor of reading ability (Katzir et al., 2006), however the nature of this relationship remains unclear. The purpose of this study was to evaluate the underlying components of RAN, and to then determine whether these components partially account for the relationship between RAN and reading ability. The sample consisted of 100 undergraduate students. The underlying components of RAN that were evaluated included, visual search and scanning, auditory and visual sequencing, discrete naming, confrontation naming, executive fu
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Li, Wing-yan Michelle, and 李穎昕. "Understanding the relationship between rapid automatized naming and reading in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209658.

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This study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading flue
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Ebner, Sara. "Affective Contributions to Rapid Automatized Naming in a College Sample Referred for Learning Difficulty." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505124996400368.

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Doyle, Rebecca Eisenberg. "The Role of Eye Movements in the Relationship between Rapid Automatized Naming and Reading Ability." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/5.

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The Rapid Automatized Naming test (RAN) has been shown to be a strong predictor of reading ability (Bowers and Wolf, 1993), however, the nature of this relationship remains unclear. The purpose of this study was to evaluate whether the visual scanning and sequential components of the continuous RAN format are similar to those same visual scanning processes required in reading, and whether these processes partially account for the relationship. The sample consisted of 57 undergraduate students (63.2% female). The majority of the sample was either Caucasian (33.3%) or African American (29.8%).
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Holland, Jason C. "The role of phonological awareness, rapid automatized naming, and orthographic processing in word reading." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263926.

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Gaines, Sarah Elizabeth, and Sarah Elizabeth Gaines. "Rapid Automatized Naming (RAN) and Reading with Deaf Students Using American Sign Language (ASL)." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621789.

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This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading flue
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Cantor, Brenlee Gayle. "Rapid automatized naming as a predictor of children's reading performance What is the role of inattention? /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07122009-150206/.

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Thesis (Ph. D.)--Florida State University, 2009.<br>Advisor: Christopher J. Lonigan, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains vii, 83 pages. Includes bibliographical references.
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Wolfe, Christopher Blake. "Motor Control and Reading Fluency: Contributions beyond Phonological Awareness and Rapid Automatized Naming in Children with Reading Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_diss/36.

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Multiple domains of deficit have been proposed to account for the apparent reading failure of children with a reading disability. Deficits in both phonological awareness and rapid automatized naming are consistently linked with the development of a reading disability in young school age children. Less research, however, has sought to connect these two reading related processes to global theories of deficit, such as temporal processing deficits, in the explanation of reading fluency difficulties. This study sought to explore the relationship between aspects of temporal processing, as indexed
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Wolfe, Christopher B. "Motor control and reading fluency contributions beyond phonological awareness and rapid automatized naming in children with reading disabilities /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-113346/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Rose A. Sevcik, committee chair; MaryAnn Romski, Rihana Williams-Smith, Robin D. Morris, committee members. Electronic text (99 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 28, 2008. Includes bibliographical references (p. 90-99).
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Nyström, Kerstin, and Elin Vinblad. "…med gult hår och tofs, sa du? : En studie av referentiell kommunikation och snabb benämningsförmåga hos ungdomar med utvecklingsstörning." Thesis, Linköpings universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68754.

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Referentiell kommunikation innebär att kunna delge andra information så att de förstår, samt att själv förstå när man lyssnar och även att vara medveten om när man själv inte har förstått (Sonnenschein &amp; Whitehurst, 1984). Genom en referentiell kommunikationsuppgift har lyssnaregenskaper inom referentiell kommunikation undersökts hos ungdomar med lindrig till måttlig utvecklingsstörning, samt en mentalt åldersmatchad kontrollgrupp. Snabb benämning (Rapid Automatized Naming) av enstaviga och flerstaviga ord har också testats, och huruvida samband mellan resultat i kommunikationsuppgiften oc
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Book chapters on the topic "Rapid Automatized Naming"

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Pan, Jinger, and Hua Shu. "Rapid Automatized Naming and Its Unique Contribution to Reading: Evidence from Chinese Dyslexia." In Literacy Studies. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7380-6_7.

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Candan, Ecehan, Nalan Babür, Belma Haznedar, and Gülcan Erçetin. "Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_12.

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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." In The Cognitive Neuroscience of Reading. Routledge, 2018. http://dx.doi.org/10.4324/9780203764442-4.

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Conference papers on the topic "Rapid Automatized Naming"

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Bone, Daniel, Chi-Chun Lee, Vikram Ramanarayanan, Shrikanth Narayanan, Renske S. Hoedemaker, and Peter C. Gordon. "Analyzing eye-voice coordination in rapid automatized naming." In Interspeech 2013. ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-564.

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Perera, Harshani, Mohd Fairuz Shiratuddin, Kok Wai Wong, and Kelly Fullarton. "EEG signal analysis of passage reading and rapid automatized naming between adults with dyslexia and normal controls." In 2017 8th IEEE International Conference on Software Engineering and Service Science (ICSESS). IEEE, 2017. http://dx.doi.org/10.1109/icsess.2017.8342874.

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Habib Mohamed, Malikka Begum Binte. "Response and Non-response to Intervention for Reading Difficulties: What Role do Cognitive Correlates Play?" In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.800.

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Grade 1 responders and non-responders to an iPad-based reading intervention were evaluated on their cognitive attributes. Cognitive measures included phonological awareness, rapid automatized naming, verbal memory and statistical learning, which were correlated with a lack of response to reading interventions in previous studies (Al Otaiba &amp; Fuchs, 2006). The overall research question was whether and which of the cognitive variables could differentiate treatment responders versus non-responders, since this would provide valuable information in predicting which children may be better served
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