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Journal articles on the topic 'Rapid Automatized Naming'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Martinez, Dalia, George K. Georgiou, Tomohiro Inoue, Alberto Falcón, and Rauno Parrila. "How does rapid automatized naming influence orthographic knowledge?" Journal of Experimental Child Psychology 204 (April 2021): 105064. http://dx.doi.org/10.1016/j.jecp.2020.105064.

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12

WIIG, ELISABETH H. "PARIETAL LOBE ACTIVATION IN RAPID, AUTOMATIZED NAMING BY ADULTS." Perceptual and Motor Skills 94 (2002): 1230. http://dx.doi.org/10.2466/pms.94.2.1230-1244.

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13

WIIG, ELISABETH H. "PARIETAL LOBE ACTIVATION IN RAPID, AUTOMATIZED NAMING BY ADULTS." Perceptual and Motor Skills 94, no. 3 (2002): 1230. http://dx.doi.org/10.2466/pms.94.3.1230-1244.

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14

Georgiou, George K., and Rauno Parrila. "What mechanism underlies the rapid automatized naming–reading relation?" Journal of Experimental Child Psychology 194 (June 2020): 104840. http://dx.doi.org/10.1016/j.jecp.2020.104840.

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15

Araújo, Susana, Alexandra Reis, Karl Magnus Petersson, and Luís Faísca. "Rapid automatized naming and reading performance: A meta-analysis." Journal of Educational Psychology 107, no. 3 (2015): 868–83. http://dx.doi.org/10.1037/edu0000006.

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16

Li, James J., Laurie E. Cutting, Matthew Ryan, Monica Zilioli, Martha B. Denckla, and E. Mark Mahone. "Response variability in rapid automatized naming predicts reading comprehension." Journal of Clinical and Experimental Neuropsychology 31, no. 7 (2009): 877–88. http://dx.doi.org/10.1080/13803390802646973.

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17

de Chambrier, Anne-Françoise, Rachel Sermier Dessemontet, Catherine Martinet, and Michel Fayol. "Rapid automatized naming skills of children with intellectual disability." Heliyon 7, no. 5 (2021): e06944. http://dx.doi.org/10.1016/j.heliyon.2021.e06944.

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18

Chang, Yu-jen, Fu-hsing Su, Shih-jay Tzeng, et al. "The contribution of rapid automatized naming to Chinese character recognition." Learning and Individual Differences 34 (August 2014): 43–50. http://dx.doi.org/10.1016/j.lindif.2014.05.010.

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19

Gordon, Peter C., and Renske S. Hoedemaker. "Effective scheduling of looking and talking during rapid automatized naming." Journal of Experimental Psychology: Human Perception and Performance 42, no. 5 (2016): 742–60. http://dx.doi.org/10.1037/xhp0000171.

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20

Kang, Jin Kyong, Jee Eun Sung, and Young Tae Kim. "Rapid Automatized Naming Performance in Korean-Speaking Children with Dyslexia." Communication Sciences & Disorders 22, no. 3 (2017): 520–29. http://dx.doi.org/10.12963/csd.17416.

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21

Meyer, Marianne S., Frank B. Wood, Lesley A. Hart, and Rebecca H. Felton. "Selective Predictive Value of Rapid Automatized Naming in Poor Readers." Journal of Learning Disabilities 31, no. 2 (1998): 106–17. http://dx.doi.org/10.1177/002221949803100201.

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22

Catts, Hugh W. "The Relationship Between Speech-Language Impairments and Reading Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 948–58. http://dx.doi.org/10.1044/jshr.3605.948.

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A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, espe

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23

de Jong, Peter F. "What Discrete and Serial Rapid Automatized Naming Can Reveal About Reading." Scientific Studies of Reading 15, no. 4 (2011): 314–37. http://dx.doi.org/10.1080/10888438.2010.485624.

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24

Bexkens, Anika, Wery P. M. van den Wildenberg, and Jurgen Tijms. "Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?" Dyslexia 21, no. 3 (2014): 212–34. http://dx.doi.org/10.1002/dys.1487.

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25

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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26

Pham, A. V., J. G. Fine, and M. Semrud-Clikeman. "The Influence of Inattention and Rapid Automatized Naming on Reading Performance." Archives of Clinical Neuropsychology 26, no. 3 (2011): 214–24. http://dx.doi.org/10.1093/arclin/acr014.

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27

Jones, Manon W., Jane Ashby, and Holly P. Branigan. "Dyslexia and fluency: Parafoveal and foveal influences on rapid automatized naming." Journal of Experimental Psychology: Human Perception and Performance 39, no. 2 (2013): 554–67. http://dx.doi.org/10.1037/a0029710.

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28

Losh, Molly, Denise Esserman, and Joseph Piven. "Rapid automatized naming as an index of genetic liability to autism." Journal of Neurodevelopmental Disorders 2, no. 2 (2010): 109–16. http://dx.doi.org/10.1007/s11689-010-9045-4.

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29

Katz, William F., Susan Curtiss, and Paula Tallal. "Rapid Automatized Naming and gesture by normal and language-impaired children." Brain and Language 43, no. 4 (1992): 623–41. http://dx.doi.org/10.1016/0093-934x(92)90087-u.

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30

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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31

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 pre

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32

Savage, Robert, Vanitha Pillay, and Santo Melidona. "Deconstructing rapid automatized naming: Component processes and the prediction of reading difficulties." Learning and Individual Differences 17, no. 2 (2007): 129–46. http://dx.doi.org/10.1016/j.lindif.2007.04.001.

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33

Schatschneider, Christopher, Coleen D. Carlson, David J. Francis, Barbara R. Foorman, and Jack M. Fletcher. "Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development." Journal of Learning Disabilities 35, no. 3 (2002): 245–56. http://dx.doi.org/10.1177/002221940203500306.

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34

Liu, Cuina, and George K. Georgiou. "Cognitive and environmental correlates of rapid automatized naming in Chinese kindergarten children." Journal of Educational Psychology 109, no. 4 (2017): 465–76. http://dx.doi.org/10.1037/edu0000151.

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35

González-Garrido, A. A., F. R. Gómez-Velázquez, D. Zarabozo, B. A. Ruiz-Villeda, and J. M. Serna de la Tuya. "Rapid Automatized Naming and Lexical Decision in Children from an Electrophysiological Perspective." Clinical EEG and Neuroscience 42, no. 1 (2011): 14–23. http://dx.doi.org/10.1177/155005941104200106.

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36

Kaneko, Masato, Akira Uno, and Noriko Haruhara. "Relationship between Rapid Automatized Naming and Kana Reading Tasks in Preschool Children." Japan Journal of Logopedics and Phoniatrics 45, no. 1 (2004): 30–34. http://dx.doi.org/10.5112/jjlp.45.30.

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37

Åvall, Malena, Ulrika Wolff, and Jan‐Eric Gustafsson. "Rapid automatized naming in a developmental perspective between ages 4 and 10." Dyslexia 25, no. 4 (2019): 360–73. http://dx.doi.org/10.1002/dys.1631.

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38

Araújo, Susana, Filomena Inácio, Ana Francisco, Luís Faísca, Karl Magnus Petersson, and Alexandra Reis. "Component Processes Subserving Rapid Automatized Naming in Dyslexic and Non-dyslexic Readers." Dyslexia 17, no. 3 (2011): 242–55. http://dx.doi.org/10.1002/dys.433.

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39

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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40

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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41

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 qui

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42

KATZ, WILLIAM F., SUSAN CURTISS, and PAULA TALLAL. "Naming and Gesture by Normal and Language-impaired Children: Evidence from a Modified Rapid Automatized Naming Test." Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (1993): 359–62. http://dx.doi.org/10.1111/j.1749-6632.1993.tb22994.x.

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43

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

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44

Pauly, Hanno, Janosch Linkersdörfer, Sven Lindberg, Wolfgang Woerner, Marcus Hasselhorn, and Jan Lonnemann. "Domain-specific Rapid Automatized Naming deficits in children at risk for learning disabilities." Journal of Neurolinguistics 24, no. 5 (2011): 602–10. http://dx.doi.org/10.1016/j.jneuroling.2011.02.002.

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45

Wiig, Elisabeth H., Patricia Zureich, and Hei-Ning Helen Chan. "A Clinical Rationale for Assessing Rapid Automatized Naming in Children with Language Disorders." Journal of Learning Disabilities 33, no. 4 (2000): 359–74. http://dx.doi.org/10.1177/002221940003300407.

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46

Ding, Yi, Lynn C. Richman, Ling-yan Yang, and Jian-peng Guo. "Rapid Automatized Naming and Immediate Memory Functions in Chinese Mandarin—Speaking Elementary Readers." Journal of Learning Disabilities 43, no. 1 (2009): 48–61. http://dx.doi.org/10.1177/0022219409345016.

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47

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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48

Wang, Yiji, Xiaolin Ye, and Ciping Deng. "Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers." Psychology in the Schools 57, no. 4 (2020): 556–71. http://dx.doi.org/10.1002/pits.22349.

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49

Bishop, Anne G. "Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings." Learning Disability Quarterly 26, no. 3 (2003): 189–200. http://dx.doi.org/10.2307/1593651.

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The purpose of this study was threefold: (a) to identify a combination of predictive measures that correlate with reading achievement, (b) to examine the predictive accuracy of these measures, and (c) to determine the most accurate time frame for test administration in kindergarten. One hundred and three kindergarten students from three schools participated over a period of two years. Measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming were administered in the fall and winter of the kindergarten year. Reading achievement was me

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50

Aravena, Sebastián, Jurgen Tijms, Patrick Snellings, and Maurits W. van der Molen. "Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training." Journal of Learning Disabilities 51, no. 6 (2017): 552–64. http://dx.doi.org/10.1177/0022219417715407.

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In this study, we examined the learning of letter–speech sound correspondences within an artificial script and performed an experimental analysis of letter–speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter–speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script. Our results demonstrated that brief training is moderately success

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