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Dissertations / Theses on the topic 'Rapid Automatized Naming'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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 & 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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11

Yang, Lingyan. "The impact of home spoken language on learning to read Chinese: comparing Mandarin monolingual children and dialect-speaking children in mainland China." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1809.

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The primary goal of the current study was to investigate the impact of different first language backgrounds on early Chinese reading development by comparing a group of children who spoke a dialect at home and learned to speak and read Mandarin as a second language as soon as they attended Mandarin immersion programs with their Mandarin-speaking monolingual counterparts. The comparison involved five variables, two of which were measures of reading outcomes, word reading accuracy and vocabulary knowledge, and the other three were measures related to processing spoken languages, including rapid

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12

Mendes, Gabriela Guarnieri. "Processamento fonológico e habilidades de leitura e de escrita em crianças em processo de alfabetização." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-04022016-075559/.

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Embora o papel da consciência fonológica na aprendizagem da leitura e da escrita em línguas alfabéticas já esteja bem estabelecido por uma grande quantidade de estudos, as relações entre as demais habilidades envolvidas no processamento fonológico (memória de trabalho fonológica e nomeação automatizada rápida) e o desempenho em leitura e escrita têm sido menos estudadas, havendo controvérsias sobre a contribuição específica e independente da memória de trabalho fonológica para o desempenho em leitura e escrita. Por outro lado, apesar de o desempenho em tarefas de nomeação automatizada rápida t

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13

Cunha, Natália. "Conhecimento do nome das letras e nomeação seriada rápida: precisão de classificação de risco/não risco de dificuldade de leitura." Universidade Federal de Juiz de Fora (UFJF), 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/3867.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-24T18:01:38Z No. of bitstreams: 1 nataliacunha.pdf: 1318562 bytes, checksum: b9344d8571398b648a4fd99d8dbb9571 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-27T17:42:34Z (GMT) No. of bitstreams: 1 nataliacunha.pdf: 1318562 bytes, checksum: b9344d8571398b648a4fd99d8dbb9571 (MD5)<br>Made available in DSpace on 2017-03-27T17:42:34Z (GMT). No. of bitstreams: 1 nataliacunha.pdf: 1318562 bytes, checksum: b9344d8571398b648a4fd99d8dbb9571 (MD5) Previous issue date: 2015-02-25<br>

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14

Quirín, Maria Abigail Aguilar. "Engajamento escolar e preditores cognitivos da leitura: um estudo longitudinal." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1843.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-17T11:52:27Z No. of bitstreams: 1 mariaabigailaguilarquirin.pdf: 928887 bytes, checksum: 32c29d5b89ba5f8c357b98046d27d1f6 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:34:03Z (GMT) No. of bitstreams: 1 mariaabigailaguilarquirin.pdf: 928887 bytes, checksum: 32c29d5b89ba5f8c357b98046d27d1f6 (MD5)<br>Made available in DSpace on 2016-07-13T14:34:03Z (GMT). No. of bitstreams: 1 mariaabigailaguilarquirin.pdf: 928887 bytes, checksum: 32c29d5b89ba5f8c357b98046d27d1f6 (MD5)

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15

Shareef, Zeinab. "Ordflöde och läsförmåga hos studenter med och utan dyslexi : En undersökning av FAS, djurflöde och verbflöde." Thesis, Uppsala universitet, Logopedi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-369667.

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Bakgrund och syfte. Ordflödestest undersöker en persons förmåga att generera så många ord som möjligt under en minut. Orden kan börja på en viss bokstav eller tillhöra en särskild kategori. FAS är ett vanligt ordflödestest där orden som ska genereras börjar på bokstäverna F, A och S. Exempel på kategoriska ordflödestest är djurflöde, som går ut på att säga så många djur som möjligt, samt verbflöde där instruktionen är att säga så många saker man kan göra (handlingar). Forskare har undersökt vilka mentala färdigheter som ligger till grund för ordflödesförmågan, framför allt planerande och regle

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16

Araújo, Susana. "The relationship between rapid automatized naming and reading performance: a meta-analysis." Master's thesis, 2012. http://hdl.handle.net/10400.1/5934.

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O estudo científico dos correlatos cognitivos da aquisição e desenvolvimento da competência de leitura é um assunto de grande relevância quer teórica quer prática, no sentido em que pode ajudar a compreender os processos cognitivos básicos envolvidos na leitura e, em última instância, a delinear os seus preditores e a predizer dificuldades na sua aquisição. A par da consciência fonológica – capacidade para perceber e manipular as unidades de som –, um dos construtos que frequentemente tem sido associado ao desenvolvimento da competência de leitura é a velocidade de nomeação de estímulos

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17

Santos, Marta Martins. "The rapid automatized naming and reading fluency association: testing the visual scanning hypothesis." Master's thesis, 2019. http://hdl.handle.net/10400.1/13507.

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Rapid Automatized naming (RAN) refers to how quickly an individual is able to name a number of highly familiar visual stimuli. Performance in RAN is usually positively correlated with reading ability in all known orthographies and ages.<br>A nomeação rápida refere-se à velocidade com que um indivíduo consegue nomear um número de estímulos visuais altamente familiares. A sua avaliação é geralmente feita num formato serial, através de tarefas de Nomeação Rápida em Série (Rapid Automatized Naming).

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18

Smith, Stephen William 1981. "The mediating effects of rapid automatized naming on children's inattention symptoms and word-reading ability." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3441.

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Attention Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) are among the most common childhood disorders (American Psychiatric Association, 2000) and co-occur significantly more frequently than expected by chance (Dykman & Ackerman, 1991; Semrud-Clikeman et al., 1992). Similar processing deficits are seen in children with ADHD and children with RD, one of which is rapid automatized naming (RAN) (Denckla & Cutting, 1999). These continuous performance tasks require quick naming of visually represented stimuli. Uncertainty about what RAN actually measures, however, makes drawing

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19

DeMann, John. "The Relationships Among Rapid Automatized Naming (RAN), Processing Speed and Reading Fluency in Clinic Referred Children." 2011. http://digital.library.duq.edu/u?/etd,154092.

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Converging evidence suggests that phonological awareness is at the core of reading ability. Rapid automatized naming (RAN), defined as how quickly individuals can name continuously presented familiar visual stimuli, is also known to be a strong predictor of reading performance, and reading fluency in particular. The double deficit hypothesis suggests RAN deficits represent an additional core deficit associated with the reading process. Although there are many ways to measure RAN (e.g., using letters, numbers, pictures, objects), not well established is which RAN task is most predictive of the

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20

Borokhovski, Evgueni. "Explorations of the rapid automatized naming (RAN) task : what should the "A" in RAN stand for?" Thesis, 2007. http://spectrum.library.concordia.ca/975691/1/NR31121.pdf.

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This research explored the cognitive nature of the RAN (Rapid Automatized Naming) task, a test widely used to assess reading development. It addressed automaticity- and attention-based processing and their relative contribution to RAN task performance to better understand why the RAN task has the predictive value for reading development. Study 1 (N=68) utilized two different indices of automatic stimulus recognition and an index of attention control as predictors of naming speed on the four original versions of the RAN task. The study found little support for an automaticity-based account of

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21

"A study of factors underlying the performance of rapid automatized naming (RAN) of Chinese dyslexic children." 2007. http://library.cuhk.edu.hk/record=b5893178.

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Ng, Kwun Kei.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2007.<br>Includes bibliographical references (leaves 74-85).<br>Abstracts in English and Chinese.<br>Abstract (English) --- p.i<br>Abstract (Chinese) --- p.iii<br>Acknowledgement --- p.iv<br>Table of Contents --- p.vi<br>List of Tables --- p.viii<br>List of Figures --- p.ix<br>Chapter Chapter 1: --- Introduction --- p.1<br>Rapid Naming in Chinese Dyslexic Children: A Glimpse --- p.1<br>What is Rapid Naming --- p.2<br>Processing Speed Deficit and RAN Deficit in Chinese Dyslexia --- p.5<br>Consequence of Processing Spe

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22

Leonti, Oxana. "Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire." Thesis, 2020. http://hdl.handle.net/1866/24277.

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Le trouble développemental du langage ou la dysphasie se définit comme étant un trouble qui affecte l’acquisition normale du langage oral. Plusieurs sphères du langage peuvent ainsi être affectées à différents degrés. Des difficultés phonologiques, morphosyntaxiques, lexicales et pragmatiques sont constatées chez cette population d’enfants, et ce, tant dans le volet expressif que réceptif. Ces difficultés se manifestent tôt dans la petite enfance et la plupart d’entre elles persistent malgré une prise en charge rééducative importante. Des difficultés d’acquisition de la langue écrite sont égal

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