Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities

Norton, Elizabeth S.; Wolf, Markus

doi:10.1146/annurev-psych-120710-100431

Cited by 601 publications

(665 citation statements)

References 96 publications

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“…A third possibility is that the link between phonological processes and beat synchronization is restricted to phonological awareness. Perhaps rapid automatized naming, which is dissociable from phonological awareness and makes an independent contribution to reading skill (89), relies on precise perception of auditory timing to a lesser extent than does phonological awareness.…”

Section: Discussionmentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

151

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Section: Discussionmentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

151

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“…While RAN and reading require many of the same processes, particularly the connecting of orthographic and phonological representations (Norton & Wolf, 2012), the former is considered a universal predictor of reading fluency across all known orthographies (Georgiou, Parrila, & Papadopoulos, 2008).…”

Section: The Key Role Of Phonological Processing and Morphological Awmentioning

confidence: 99%

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Layes

Lalonde

Rebaı̈

2015

Bellaterra J. Teach. Learn. Lang. Lit

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We examined the effects of a phonological awareness (PA) training program on word reading and pseudo-word decoding in dyslexic children reading the Arabic language (n=10; mean age= 129.74 months) in comparison to normal readers (n=10; mean age = 126.90 months) from grades 4 and 5. Particular attention was paid to phonological training of two metalinguistic readingrelated skills: morphological awareness (MA) and rapid automatized naming (RAN), underscored as main predictive metalinguistic factors in Arabic dyslexia (Layes, Lalonde, Mecheri, Rebaï, 2015). The PA training program focused on phoneme/syllable identification, phoneme matching, and word segmentation. The results indicate that the dyslexic group performed significantly better in all post-training measurements, increasing reading, phonological processing, and metalinguistic-related skills, which indicates a strong relationship between these variables. The normal group only improved in MA production. These findings are discussed in terms of metalinguistic insights of reading gained through training in phonological awareness.Keywords: Arabic orthography, phonological processing, phonological awareness training, morphological awareness, rapid naming Résumé Nous avons examiné les effets d'un programme d'entrainement phonologique sur le développement de la conscience phonologique, la lecture des mots et le décodage de pseudo-mots chez les enfants dyslexiques arabophones (n= 10, moyenne d'âge = 129,74 mois) en comparaison avec des lecteurs normaux (n = 10; moyenne d'âge = 126,90 mois) en 4 ème et en 5 ème années primaires. Nous avons recherché l'effet de l'entrainement phonologique axé sur la manipulation et l'identification des phonèmes / syllabes et la segmentation des mots, sur deux habiletés métalinguistiques liées à la lecture: la conscience morphologique et la dénomination rapide automatisée (RAN), comme principaux facteurs prédictifs de la dyslexie en arabe (Layes, Lalonde, Mecheri, Rebaï, 2015). Les résultats ont montré que les dyslexiques ont nettement amélioré leurs performances dans toutes les mesures post-intervention y compris les compétences métalinguistiques, indiquant une forte association entre ces variables. Les normo lecteurs ont progressé uniquement dans la production morphologique.Mots-clés: l'orthographe arabe, le traitement phonologique, l'entrainement phonologique, la conscience morphologique, la dénomination rapide Resumen Se examinaron los efectos de un programa de entrenamiento de conciencia fonológica en la lectura de palabras y decodificación pseudo-palabras en niños disléxicos leen la lengua árabe (n = 10; edad media = 129,74 meses) en comparación con los lectores normales (n = 10; edad media = 126,90 meses) a partir de los grados 4 y 5. Particular atención se prestó a la formación fonológica de dos habilidades relacionadas con la lectura metalingüística: conciencia morfológica y nombrar rápidamente automatizado (RAN), destacó como principales factores predictivos metalingüísticas en dislexia árabe (Layes, Lalonde, Mecher...

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“…Since the seminal work of Denckla and Rudel (1976), a large body of research has demonstrated a strong relationship between rapid automatized naming (RAN) and both concurrent and future literacy skills (see Kirby, Georgiou, Martinussen, &Parrila, 2010, andNorton &Wolf, 2012, for reviews). This relationship has been shown in practically every language in which it has been tested, including Portuguese (e.g., Albuquerque, 2012;Justi & Roazzi, 2012), and regardless of variations in other predictors of literacy ability, such as verbal and non-verbal skills, general processing speed, and phonological awareness (Kirby et al, 2010).…”

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confidence: 99%

The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese

Michalick-Triginelli¹,

Cardoso-Martins²

2015

Psicol. Reflex. Crit.

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This study investigated the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the persistence of beginning reading diffi culties in Portuguese. The study was longitudinal and involved 13 children who had shown little progress in learning to read during their 1st school year, and 13 children with typical reading development. At the beginning of the study, when participants were, on average, six years and nine months of age, their ability to read and spell words, and their PA and RAN skills were assessed. One year later, the children who had shown diffi culties in learning to read were divided into two groups, based on their progress in learning to read during the course of the study: a group with persistent reading diffi culties and a group whose diffi culties had been overcome. Results showed that both groups performed equally poorly and below controls on the PA tasks at the beginning of the study. In contrast, only the children with persistent reading diffi culties performed more poorly than controls on the RAN tasks at that time. Keywords: Predictors of reading ability, phonological awareness, rapid automatized naming. ResumoEste estudo investigou a contribuição da consciência fonológica (CF) e da nomeação automatizada rápida (RAN) para a persistência de difi culdades na aprendizagem inicial da leitura em português. O estudo foi longitudinal e envolveu 13 crianças que haviam apresentado difi culdades na aprendizagem da leitura durante o ano da alfabetização e 13 crianças com desenvolvimento típico da leitura. A habilidade de ler e escrever palavras, a CF e a RAN foram avaliadas no fi nal do ano de alfabetização, quando as crianças tinham, em média, seis anos e nove meses de idade. Um ano mais tarde, as crianças que haviam apresentado difi culdades na alfabetização foram divididas em dois grupos, com base em seu progresso na habilidade de ler palavras ao longo estudo: um grupo de crianças com difi culdades persistentes e um grupo cujas difi culdades iniciais haviam sido superadas. Os resultados mostraram que ambos os grupos apresentaram défi cits na CF no início do estudo. Por outro lado, apenas as crianças com difi culdades persistentes de leitura manifestaram défi cits na RAN naquela ocasião. Palavras-chave: Preditores da habilidade de leitura, consciência fonológica, nomeação automatizada rápida.

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Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities

Cited by 601 publications

References 96 publications

Music training alters the course of adolescent auditory development

Music training alters the course of adolescent auditory development

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese

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