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1.
《Scientific Studies of Reading》2013,17(3):241-256
The majority of children and adults with reading disabilities exhibit pronounced difficulties on naming-speed measures such as tests of rapid automatized naming (RAN). RAN tasks require speeded naming of serially presented stimuli and share key characteristics with reading, but different versions of the RAN task vary in their sensitivity: The RAN letters task successfully predicts reading ability, whereas the RAN objects task does not reliably predict reading after kindergarten. In this study we used functional magnetic resonance imaging to evaluate the neural substrates that may underlie performance on these tasks. In two scans during the same test session, adult, average readers covertly rapidly named objects or letters or passively viewed a fixation matrix of plus signs. For both rapid naming tasks compared with fixation, activation was found in neural areas associated with eye movement control and attention as well as in a network of structures previously implicated in reading tasks. This reading network included inferior frontal cortex, temporo-parietal areas, and the ventral visual stream. Whereas the inferior frontal areas of the network were similarly activated for both letters and objects, activation in the posterior areas varied by task. The letters task caused greater activation in the angular gyrus, superior parietal lobule, and medial extrastriate areas, whereas object naming only preferentially activated an area of the fusiform gyrus. These results confirm that RAN tasks recruit a network of neural structures also involved in more complex reading tasks and suggest that the RAN letters task specifically pinpoints key components of this network. 相似文献
2.
《Learning and individual differences》2007,17(2):129-146
This study explores 1) the components of rapid automatized naming (RAN) by first analyzing the factorial associations between RAN tasks and various nonword decoding and processing speed measures and secondly, by exploring which of these process latent variables are uniquely associated with literacy in 65 below-average readers and spellers. In preliminary factor analyses, all speeded naming tasks loaded together (Factor 1: Rapid Naming); All tasks involving speeded alphanumeric naming loaded together (Factor 2: Alphanumeric Naming); Alphanumeric RAN tasks also loaded with nonsense word decoding (Factor 3: Decoding). The Alphanumeric Naming factor predicted 2% of unique variance in Literacy. Our results thus provide two new findings: 1) only very modest variation in Literacy is explained by aspects of RAN not primarily associated with either generic naming speed or decoding ability; 2) variation in other verbal forced choice response speed and response inhibition tasks are linked to reading through common variance in speeded naming tasks also shared by alphanumeric RAN tasks. Implications of these findings for theories of reading and individual differences are explored. 相似文献
3.
Rapid naming speed and reading across languages that vary in orthographic consistency 总被引：1，自引：0，他引：1
The objective of this study was to examine how rapid naming speed is related to reading ability across languages that vary
in orthographic consistency. Forty English-speaking Canadian children, 40 Greek-speaking Cypriot children, and 40 Chinese-speaking
Taiwanese children were administered RAN, reading accuracy, and reading fluency tasks in grade 4. The results revealed that
across languages there were no statistically significant differences in the correlations between RAN and reading. However,
a subsequent analysis of the RAN components—articulation and pause time—revealed that different RAN components may be responsible
for the RAN-reading relationship across languages. Implications for existing theories relating RAN to reading are discussed. 相似文献
4.
We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed. 相似文献
5.
Rhona Stainthorp Morag Stuart Daisy Powell Philip Quinlan Holly Garwood 《Scientific Studies of Reading》2013,17(3):266-292
Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was entered as a covariate in all subsequent data analyses. Low RAN children were significantly slower to make same/different judgments to simple visual features, non-nameable letter-like forms and letters, with difference in SRT controlled. Speed differences to letter-like forms and letters disappeared once RTs to simple visual features were controlled. We conclude that slow RAN children have difficulty in discriminating simple visual features that cannot be explained in terms of a more general speed of processing deficit, a deficit in making same/different judgments, or to differences in word reading ability. 相似文献
6.
Thirty 8–11‐year‐old children were administered tests of rapid naming (RAN letters and digits) and reading‐related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average item duration nor average pause duration were unique predictors of reading skill. However, the number of pauses on digit naming predicted unique variance in exception word reading. Moreover, better readers paused more strategically than poorer readers (e.g. more often at the ends of lines). We suggest that rapid automatised naming may in part reflect differences in strategic control that are a result of differences in reading practice and experience. 相似文献
7.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
8.
Leila Kairaluoma Minna Torppa Jari Westerholm Timo Ahonen Mikko Aro 《Scientific Studies of Reading》2013,17(5):315-332
We examined the nature of and factors related to adolescents’ reading difficulties in a highly transparent orthography. We compared word, pseudoword, and text reading speed and accuracy, rapid naming (RAN) and phonological processing between poor readers (n?=?80) and normally developing readers (n?=?189). Reading problems were manifested in reading speed and in timed pseudoword reading accuracy. RAN predicted speed, and phonological processing predicted accuracy of reading in both groups. Among poor readers, RAN also explained reading accuracy. For the normally developing sample, phonological processing also predicted reading speed. 相似文献
9.
Abstract. In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the Trailmaking B task. The latter three tasks were used as measures of executive function. We also administered tests of verbal ability, reading and a behaviour checklist. The rapid naming of letters and digits was significantly correlated with reading, but not with executive function or behaviour ratings. The rapid naming of colours (from the Stroop task) was significantly correlated with the executive function tasks and the behaviour ratings but not with reading. We discuss the implications of this double dissociation for further studies of RAN. 相似文献
10.
Harold A. Edgerton 《Journal of Experimental Education》2013,81(3):90-96
The basic differences between good and poor readers have been a standing topic among educational psychologists. Different symptom variables such as reading rate, eye movements, and subvocalization have been studied in this century-long search for the real cause to good or poor reading. During the latest decades these studies have, so far in vain, focused one question in particular: Why do the good readers show a better reading comprehension although they do not score higher than the poor ones on a conventional intelligence test, reading comprehension testing being one way, among others, of operationally defining what we use to call intelligence. I suggest that this missing link might be the good readers’ ability to perceive, i.e., to read, during their saccadic movements. This suggestion is forwarded since it has been possible to show that perception during voluntary saccadic movements is feasible. 相似文献
11.
Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-word spelling ability before assessing RAN--spelling associations. In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching. 相似文献
12.
《Scientific Studies of Reading》2013,17(4):343-368
This study investigated whether two different versions of the serial rapid automatized naming (RAN) task, using similar alphanumeric stimuli, would differentially predict performance on word level reading skills (i.e., word recognition, nonword reading, and orthographic processing). To accomplish this, a subset of the Colorado Learning Disabilities Research Center twin sample (N = 307) was administered two different versions of serial RAN (traditional and alternative), and the relationship among these measures and word level reading skills was examined using an extension of multiple regression analysis known as dominance analysis (Budescu, 1993). The traditional RAN task (RAN-T) involved rapidly naming a visual array of 50 items, consisting of 5 symbols in a given category that are presented 10 times in random order in 5 rows (Denckla & Rudel, 1976). In the alternative RAN task (RAN-A), participants were presented with a similar set of 6 symbols in 5-item rows but asked to name as many items as possible in 15 sec. Results of dominance analysis indicate that the RAN-A measure explained significantly more unique variance in word recognition and orthographic-processing skills than the RAN-T task. In the case of word recognition skill, RAN-A was found to dominate RAN-T. Several explanations for this pattern of results across the two versions of RAN are explored. 相似文献
13.
George K. Georgiou Timothy C. Papadopoulos Eleni L. Kaizer 《Reading and writing》2014,27(8):1379-1394
The present 10-year longitudinal study examined how rapid automatized naming (RAN) components—articulation time and pause time—relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word reading efficiency, phonemic decoding efficiency, and text reading fluency). The results indicated first that a substantial amount of variance in reading fluency was accounted for by what articulation time and pause time shared. In addition, the unique contribution of pause time to reading fluency decreased across time and the unique contribution of articulation time increased across time. Viewed in conjunction with the developmental changes in the RAN components, our findings suggest that the RAN tasks are processed and executed in different ways across time. 相似文献
14.
Cristina Rodríguez Madelon van den Boer Juan E. Jiménez Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords. 相似文献
15.
Rapid naming speed and Chinese character recognition 总被引：1，自引：0，他引：1
We examined the relationship between rapid naming speed (RAN) and Chinese character recognition accuracy and fluency. Sixty-three
grade 2 and 54 grade 4 Taiwanese children were administered four RAN tasks (colors, digits, Zhu-Yin-Fu-Hao, characters), and
two character recognition tasks. RAN tasks accounted for more reading variance in grade 4 than in grade 2, and graphological
RAN tasks accounted for more reading variance than RAN Colors. After controlling for age, nonverbal intelligence, phonological
sensitivity, short-term memory, and orthographic processing, RAN tasks were significant predictors of character recognition
fluency in grade 2, and of both accuracy and fluency in grade 4. 相似文献
16.
George K. Georgiou Rauno Parrila John R. Kirby Kathy Stephenson 《Scientific Studies of Reading》2013,17(4):325-350
This study examines (a) how rapid automatized naming (RAN) speed components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN tasks in Grades 1, 2, and 3. Results indicated that pause time was highly correlated with both reading accuracy and reading fluency measures and shared more of its predictive variance with orthographic knowledge than with phonological awareness or speed of processing. In contrast, articulation time was only weakly correlated with the reading measures and was rather independent from any processing skill at any point of measurement. 相似文献
17.
The possible relationship between visual deficits and dyslexia: examination of a critical assumption
Numerous studies have found that visual deficits are associated with dyslexia. The prevailing theory regarding this association is that dyslexia is the result of a deficit in the magnocellular system (earlier called the transient system) in the visual pathway. An essential assumption of this theory is that the parvocellular system (formerly called the sustained system) is suppressed by the magnocellular system at the time of saccadic eye movements. This assumption is examined on the basis of published studies of saccadic suppression. The evidence from six studies indicates quite unequivocally that the magnocellular system, not the parvocellular system, is suppressed during saccadic eye movements. It seems, therefore, that an essential premise of the magnocellular deficit theory of dyslexia is incorrect. 相似文献
18.
Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: a 1‐year longitudinal study 
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下载免费PDF全文 The relation of rapid automatised naming (RAN) to word recognition may depend on the phonological regularity of the orthography. This study examined differential contributions of RAN to reading and writing in Korean alphabetic Hangul, logographic Hanja (Chinese) and English as a second language among 73 fifth graders in Korea across 1 year. RAN was differentially associated between reading and writing in Hangul and English. After statistically controlling for age, gender, morphological awareness, vocabulary and phonological awareness, RAN was uniquely predictive of Hangul word writing but not Hangul word recognition, and it uniquely accounted for English word recognition but not English word writing. Meanwhile, RAN explained both reading and writing in Hanja. Findings were discussed in terms of their orthography characteristics and different levels of proficiency. 相似文献
19.
Savage RS Frederickson N Goodwin R Patni U Smith N Tuersley L 《Journal of learning disabilities》2005,38(1):12-28
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling. 相似文献
20.
First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations. 相似文献