An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

Cummine, Jacqueline; Chouinard, Brea; Szepesvari, Eszter; Georgiou, George K.

doi:10.1016/j.neuroscience.2015.07.071

Cited by 47 publications

(40 citation statements)

References 86 publications

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“…Together with verbal working memory and phoneme deletion, RAN speed predicts reading progress of children with dyslexia after intervention (Tilanus, Segers, & Verhoeven, ). Moreover, functional neuroimaging findings indicate that RAN tasks activate a fronto‐parietal–temporal brain circuit that is similar to that used for reading (Cummine, Chouinard, Szepesvari, & Georgiou, ; Cummine, Szepesvari, Chouinard, Hanif, & Georgiu, ; Norton et al, ).…”

Section: Introductionmentioning

confidence: 93%

“…Together with verbal working memory and phoneme deletion, RAN speed predicts reading progress of children with dyslexia after intervention (Tilanus, Segers, & Verhoeven, 2016). Moreover, functional neuroimaging findings indicate that RAN tasks activate a fronto-parietal-temporal brain circuit that is similar to that used for reading (Cummine, Chouinard, Szepesvari, & Georgiou, 2015;Cummine, Szepesvari, Chouinard, Hanif, & Georgiu, 2014;Norton et al, 2014). RAN may be considered as "a microcosm of reading" because like reading task it requires fast multimodal integration and several neurological and cognitive processes: saccadic movements, perceptual recognition, visual attention shifts, working memory, lexical access, and articulatory planning (Norton & Wolf, 2012).…”

Section: Practitioner Pointsmentioning

confidence: 99%

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Training RAN or reading? A telerehabilitation study on developmental dyslexia

et al. 2019

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Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties.

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Section: Introductionmentioning

confidence: 93%

Section: Practitioner Pointsmentioning

confidence: 99%

Training RAN or reading? A telerehabilitation study on developmental dyslexia

et al. 2019

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“…Even though RAN tasks are usually used to study reading development and dyslexia, a few studies have shown that RAN is also predictive of some characteristics of reading fluency for non-college bound participants aged between 16 and 24 (Kuperman and Van Dyke, 2011 ), for undergrad students (Al Dahhan et al, 2014 ; Kuperman et al, in press ), and for adults aged between 36 and 65 (van den Bos et al, 2002 ). In addition, some imaging studies performed in young adults have also shown that RAN and reading activate similar neural networks of neural structures (Misra et al, 2004 ; Cummine et al, 2015 ). Even though RAN has been shown to be predictive of online processes associated with word recognition, a recent study (Kuperman et al, in press ) argued that RAN may not be predictive of comprehension accuracy, at least for highly proficient population such as college students.…”

Section: Introductionmentioning

confidence: 99%

When High-Capacity Readers Slow Down and Low-Capacity Readers Speed Up: Working Memory and Locality Effects

et al. 2016

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We examined the effects of argument-head distance in SVO and SOV languages (Spanish and German), while taking into account readers' working memory capacity and controlling for expectation (Levy, 2008) and other factors. We predicted only locality effects, that is, a slowdown produced by increased dependency distance (Gibson, 2000; Lewis and Vasishth, 2005). Furthermore, we expected stronger locality effects for readers with low working memory capacity. Contrary to our predictions, low-capacity readers showed faster reading with increased distance, while high-capacity readers showed locality effects. We suggest that while the locality effects are compatible with memory-based explanations, the speedup of low-capacity readers can be explained by an increased probability of retrieval failure. We present a computational model based on ACT-R built under the previous assumptions, which is able to give a qualitative account for the present data and can be tested in future research. Our results suggest that in some cases, interpreting longer RTs as indexing increased processing difficulty and shorter RTs as facilitation may be too simplistic: The same increase in processing difficulty may lead to slowdowns in high-capacity readers and speedups in low-capacity ones. Ignoring individual level capacity differences when investigating locality effects may lead to misleading conclusions.

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“…Rapid automatized naming was also associated with Chinese reading accuracy and fluency (Liao et al, 2007(Liao et al, , 2015. Moreover, Cummine et al (2015) has shown that RAN and reading rely on similar brain regions. Here we have illustrated that the cerebellum VI is involvd in reading through cerebro-cerebellar connections.…”

Section: Discussionmentioning

confidence: 92%

“…Evidence to support this hypothesis comes from two aspects. Firstly, cerebellum was indeed engaged in phonological (Raschle et al, 2012;Meng et al, 2016) and automatizing processing (Norton et al, 2014;Cummine et al, 2015). Secondly, phonological skill and automatizing skill are closely related to reading.…”

Section: Introductionmentioning

confidence: 94%

Intrinsic Cerebro-Cerebellar Functional Connectivity Reveals the Function of Cerebellum VI in Reading-Related Skills

et al. 2020

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The engagement of the cerebellum VI in reading was reported in both typically developing and dyslexic readers. However, it is still not clear how the cerebellum VI contributes to reading. Here we have examined the correlation of intrinsic cerebro-cerebellar functional connectivity with two critical reading-related skillsphonological awareness (PA) and rapid automatized naming (RAN)-with fMRI technology. Specifically, we tested the hypothesis that the cerebellum may contribute to reading either by phonological skills or by automatizing skills. We chose the left and right cerebellum VI as ROIs, and we calculated the intrinsic cerebro-cerebellar functional connectivity during a resting state. We further explored whether and how cerebrocerebellar resting state functional connectivity (RSFC) is associated with individuals' reading-related skills including PA and RAN. The results showed that the functional connectivity between the left supramarginal gyrus and bilateral cerebellum VI was related to RAN, and the connectivity between the left insula and right cerebellum VI was related to PA. However, the effect of PA did not survive after the RAN was regressed out. Control analyses further confirmed that it was the intrinsic cerebro-cerebellar functional connectivity rather than the local cerebellar functionality that associated with phonological awareness ability and rapid automatized naming ability. For the first time, the relationship between cerebro-cerebellar resting state functional connectivity and specific reading-related skills has been explored, and this has deepened our understanding of the way the cerebellum VI is involved in reading.

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An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

Cited by 47 publications

References 86 publications

Training RAN or reading? A telerehabilitation study on developmental dyslexia

Training RAN or reading? A telerehabilitation study on developmental dyslexia

When High-Capacity Readers Slow Down and Low-Capacity Readers Speed Up: Working Memory and Locality Effects

Intrinsic Cerebro-Cerebellar Functional Connectivity Reveals the Function of Cerebellum VI in Reading-Related Skills

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