How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Papadopoulos, Timothy C.; Spanoudis, George; Georgiou, George K.

doi:10.3389/fpsyg.2016.01217

Cited by 93 publications

(84 citation statements)

References 97 publications

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“…Because performance in RAN is highly associated with general processing speed (e.g., Catts et al, ; Georgiou et al, ; Papadopoulos et al, ) and because we defined both childhood and adult‐age RD on the basis of speed, our finding could be a result of faster processing of words by those with higher general processing speed. However, no major difference was found in adult‐age processing speed (PSI) between the two childhood RD groups.…”

Section: Discussionmentioning

confidence: 99%

“…Among the cognitive predictors of reading, phonological skills and rapid automatized naming (RAN) have been the most extensively studied. Phonological skills are known to predict reading acquisition at early stages (see Papadopoulos, Spanoudis, & Georgiou, ) and early deficits in phonological awareness to predict later RD at school years (e.g., Carroll, Solity, & Shapiro, ; Puolakanaho et al, ; Torppa et al, ). Phonological deficits also tend to be persistent (e.g., Svensson & Jacobson, ; Wilson & Lesaux, ) and associated especially with reading accuracy (Kairaluoma, Torppa, Westerholm, Ahonen, & Aro, ).…”

Section: Introductionmentioning

confidence: 99%

“…Phonological deficits also tend to be persistent (e.g., Svensson & Jacobson, ; Wilson & Lesaux, ) and associated especially with reading accuracy (Kairaluoma, Torppa, Westerholm, Ahonen, & Aro, ). RAN has been found to be closely related to reading fluency in childhood (e.g., Georgiou, Parrila, & Kirby, ; Heikkilä, Torppa, Aro, Närhi, & Ahonen, ; Moll, Fussenegger, Willburger, & Landerl, ; Papadopoulos et al, ) and in adulthood (e.g., Vukovic, Wilson, & Nash, ). Childhood RAN skills have also been found to predict developmental dyslexia (Landerl et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…General processing speed has been found to reflect in problems of RAN, to predict reading fluency, and to mediate the RAN—reading association among children (Papadopoulos et al, ). Moreover, earlier studies indicate WM problems to be related to reading difficulties and to RAN—reading relationship among children (Cowan et al, ; Majerus & Cowan, ; Papadopoulos et al, ). However, knowledge of how adult‐age processing speed and WM are related to adult‐age reading skills or to persistence of childhood RD is insufficient.…”

Section: Introductionmentioning

confidence: 99%

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Resolving reading disability—Childhood predictors and adult‐age outcomes

et al. 2018

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We examined frequency of adult‐age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult‐age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult‐age from those participants whose RD persisted to adult‐age. All the individuals with childhood RD performed weaker than the controls in adult‐age working memory, processing speed, and verbal skills. Educational level among both RD groups was lower than that among the controls. Unemployment of individuals with persistent adult‐age RD (31.6%) was higher than that of individuals with improved adult‐age RD (13.8%) or that of the controls (8.1%). According to our findings, rapid naming is one evident factor differentiating individuals with persisted RD from those with ameliorated reading fluency. Also, better adult‐age reading fluency has significance for adult‐age employment among individuals with childhood RD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Resolving reading disability—Childhood predictors and adult‐age outcomes

et al. 2018

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“…Las diferencias entre disléxicos y lectores normales en la ejecución de tareas de etiquetado verbal también se encuentran en lenguas con diferentes grados de regularidad ortográfica, como holandés (Yap & Van der Leij, 1993), español (Gómez-Velázquez, González-Garrido, Zarabozo y Amano, 2010), koreano (Park & Uno, 2015) y griego (Papadopoulos, Spanoudis & Georgiou, 2016). Incluso en lenguas ortográficas, como el chino, las tareas de nominación son un importante predictor de la exactitud y fluidez lectora (Liao, Deng, Hamilton, Lee, Wei et al, 2015).…”

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Nominación rápida y automática en alumnos de cuarto de Educación Primaria

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2017

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ResumenLa nominación rápida y automática es un indicador de dislexia reconocido en la investigación. En este trabajo se aplicó una prueba de nominación a 25 alumnos disléxicos y 25 lectores normales de 4º de Educación Primaria. La prueba incluye elementos alfanuméricos, elementos de un mismo campo semántico, familiares y no familiares, y elementos de distintas categorías. Se encontró que los disléxicos son más lentos y más inexactos en la nominación de los diferentes elementos, siendo los estímulos menos frecuentes y los pertenecientes a campos semánticos diferentes donde se observan mayores diferencias. Estos resultados coinciden con los encontrados en otros estudios. Palabras clave: velocidad de nominación, exactitud de nominación, dislexia. AbstractRapid and automatic naming is a recognized indicator of dyslexia in the research. In this study, a test of naming was applied to 25 dyslexic students and 25 normal readers of 4th grade of Primary Education. The test includes alphanumeric elements, elements of the same semantic field, familiar and unfamiliar, and elements of different categories. It was found that the dyslexics are slower and more inaccurate in the naming of the different elements, the stimuli being less frequent and those belonging to different semantic fields where are observed greater differences. These results coincide with those found in other studies. Keywords: rapid naming, naming accuracy, dyslexia.En las últimas décadas diversas investigaciones han puesto de manifiesto que la dislexia podría estar relacionada con un déficit en los procesos de nominación rápida automática. Esta hipótesis fue propuesta inicialmente por Geschwind (1965), quien consideraba que la capacidad de nombrar colores era el mejor predictor del fracaso lector, ya que muchos de los procesos cognitivos involucrados en las tareas de lectura y nominación son los mismos. Una década más tarde, Denckla y Rudel (1976) comprueban que los disléxicos se diferencian de los lectores normales y de niños con problemas de aprendizaje en la velocidad de nominación. Estas investigadoras diseñan la famosa prueba de Nominación Rápida Automática (RAN: Rapid Automatized Naming), en la que se pide a los sujetos que nombren, rápidamente, y en voz alta, una serie de letras, números, colores y objetos conocidos. Las tareas de esta prueba constituyen el prototipo de pruebas utilizadas en la gran mayoría de las investigaciones para evaluar la capacidad de etiquetado verbal.El déficit en las tareas de nominación de los sujetos disléxicos ha despertado el interés de numerosas investigaciones que han tratado de explicar la relación entre la velocidad de nominación y la lectura, analizando los procesos que requieren ambas tareas. Así, Kirby, Georgiou, Martinussen y Parrila (2010) señalan que la velocidad de nominación y la lectura comparten diferentes procesos cognitivos como el movimiento secuencial de los ojos a través de la página, la decodificación del estímulo en las fijaciones, el

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Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children

et al. 2020

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(AAP) recommends limits on screen-based media use, citing its cognitive-behavioral risks. Screen use by young children is prevalent and increasing, although its implications for brain development are unknown. OBJECTIVE To explore the associations between screen-based media use and integrity of brain white matter tracts supporting language and literacy skills in preschool-aged children. DESIGN, SETTING, AND PARTICIPANTS This cross-sectional study of healthy children aged 3 to 5 years (n = 47) was conducted from August 2017 to November 2018. Participants were recruited at a US children's hospital and community primary care clinics. EXPOSURES Children completed cognitive testing followed by diffusion tensor imaging (DTI), and their parent completed a ScreenQ survey. MAIN OUTCOMES AND MEASURES ScreenQ is a 15-item measure of screen-based media use reflecting the domains in the AAP recommendations: access to screens, frequency of use, content viewed, and coviewing. Higher scores reflect greater use. ScreenQ scores were applied as the independent variable in 3 multiple linear regression models, with scores in 3 standardized assessments as the dependent variable, controlling for child age and household income: Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2; Rapid Object Naming subtest); Expressive Vocabulary Test, Second Edition (EVT-2; expressive language); and Get Ready to Read! (GRTR; emergent literacy skills). The DTI measures included fractional anisotropy (FA) and radial diffusivity (RD), which estimated microstructural organization and myelination of white matter tracts. ScreenQ was applied as a factor associated with FA and RD in whole-brain regression analyses, which were then narrowed to 3 left-sided tracts supporting language and emergent literacy abilities. RESULTS Of the 69 children recruited, 47 (among whom 27 [57%] were girls, and the mean [SD] age was 54.3 [7.5] months) completed DTI. Mean (SD; range) ScreenQ score was 8.6 (4.8; 1-19) points. Mean (SD; range) CTOPP-2 score was 9.4 (3.3; 2-15) points, EVT-2 score was 113.1 (16.6; 88-144) points, and GRTR score was 19.0 (5.9; 5-25) points. ScreenQ scores were negatively correlated with EVT-2 (F 2,43 = 5.14; R 2 = 0.19; P < .01), CTOPP-2 (F 2,35 = 6.64; R 2 = 0.28; P < .01), and GRTR (F 2,44 = 17.08; R 2 = 0.44; P < .01) scores, controlling for child age. Higher ScreenQ scores were correlated with lower FA and higher RD in tracts involved with language, executive function, and emergent literacy abilities (P < .05, familywise error-corrected), controlling for child age and household income. CONCLUSIONS AND RELEVANCE This study found an association between increased screen-based media use, compared with the AAP guidelines, and lower microstructural integrity of brain white matter tracts supporting language and emergent literacy skills in prekindergarten children. The findings suggest further study is needed, particularly during the rapid early stages of brain development.

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How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Cited by 93 publications

References 97 publications

Resolving reading disability—Childhood predictors and adult‐age outcomes

Resolving reading disability—Childhood predictors and adult‐age outcomes

Nominación rápida y automática en alumnos de cuarto de Educación Primaria

Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children

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