Rapid Automatized Naming Tasks Research Articles

Intérêt d’une intervention de soutien langagier basée sur la narration et menée par l’enseignante auprès d’enfants de grande section de maternelle avec difficultés langagières.

Context: Narrative intervention enhances narrative abilities by addressing macrostructural elements within storytelling tasks for instance and can be an effective way of supporting the language development of preschool-aged children. Moreover, language support in educational settings plays a preventive role in addressing potential difficulties in language skills due to a lack of linguistic stimulation. Objectives: This study assesses the implementation fidelity of a tier 2 intervention with a pre-school teacher, measures the effectiveness of this intervention with children with language difficulties, and determines whether these children can catch up the level of narrative skills of the rest of the class, following the intervention Methods: Children with language difficulties were selected by the master student based on an inclusion test determining their linguistic profile, which was administered to all pupils in the class. Narrative skills were assessed for the entire class in a pre-test, considering elements of macrostructure and microstructure elicited during narrative generation and retelling activities. A Rapid Automa-tized Naming (RAN) control task was also included to evaluate the specificity of the intervention. The teacher was trained by the master student for the intervention, according to profession-al development principles. Subsequently, the intervention, lasting 45 minutes once a week for 6 weeks, was delivered by the teacher to five children identified as having language difficulties, aged 5;5 to 5;10. The intervention aimed to improve the number of macrostructural elements in a retelling activity through the use of icons and sequential picture stories. Finally, the RAN task and narrative skills (retelling and narrative generation) of the entire class were reassessed in a post-test. Results: At the end of the intervention, macro- and microstructural improvements were observed in the story generation activity in the experimental group. Moreover, following the teacher's intervention, the experimental group did not differ anymore from the rest of the class in retelling (when considering the trained story) nor in story generation. However, data analysis revealed weaknesses in the implementation of the intervention, both in content and dosage. Conclusion: The results contribute to the existing research supporting the effectiveness of group narrative intervention. Furthermore, they suggest the possibility of replicating a tier 2 indirect narrative intervention conducted by the teacher, by enhancing the professional development framework.

Predictors of reading comprehension and profiling of poor readers in Croatian: educational and clinical perspectives.

Reading is an important academic skill. Children who exhibit reading difficulties are more likely to experience various negative professional and personal consequences. To successfully identify children with reading problems as early as possible, one must first understand how reading skills can be mastered, as well as the course of reading development in children with typical reading skills from the beginning of their formal reading instruction. Thus, the purpose of this study was to determine the influence of decoding and language comprehension on reading comprehension ability. In addition, this study aimed to determine types of profiles among poor readers and estimate their frequency in the study sample. Based on the Simple View of Reading model, we developed decoding, language comprehension, and reading comprehension tasks. Participants included 100 typical readers (TR) and 95 poor readers (PR) in the second grade in Croatian schools. Phonemic awareness, phonological working memory, and rapid automatized naming tasks were used to test underlying abilities of decoding skills in both groups of participants. As expected, PRs showed significantly lower performance on all variables than TRs. The correlations between decoding, language comprehension and reading comprehension are significant in the PR group. The linear regression analysis showed that language comprehension was a significant predictor of reading comprehension for TRs, while decoding and language comprehension were significant predictors of reading comprehension for PRs. The profiling of reading difficulties revealed five different profiles, the most common of which was a mixed reading difficulty, i.e., difficulties in both decoding and language comprehension. In line with theoretical expectations, success in reading comprehension in TRs at the end of the second grade depends mainly on language comprehension. To achieve this complex cognitive skill, PRs' language comprehension alone is not sufficient, so they still rely on their decoding skills. Among the poor readers, there was a high prevalence of children with decoding problems (i.e., three out of five profiles). Teachers should be able to identify and monitor decoding difficulties in children, since these difficulties are associated with noticeable manifestations, unlike those associated with comprehension difficulties.

Exploring the impact of the COVID-19 lockdown on pre-reading skills among Portuguese children

IntroductionAlthough it could be expected that the COVID-19 pandemic impacted preschool children’s abilities associated with later reading skills, research has not yet addressed the topic. Our study focused on the impact of the pandemic on phonological awareness (PA) and rapid automatized naming (RAN) abilities that have been shown to reliably predict later reading skills.MethodsA cohort of 82 typically developing European Portuguese children (mean age = 64.5 months, SD = 3.47), enrolled in their last year of preschool and dramatically affected by COVID-19 lockdowns, were assessed for PA and RAN skills.ResultsCompared to pre-pandemic normative data, our findings revealed lower average scores on the PA subtest (t = −10.85; p < 0.001; d = 1.62) and comparable average scores on the RAN task. A year later, the same group of children still exhibited lower scores on PA skills (t = 2.87; p = 0.005; d = 0.41). Furthermore, their word reading performance was also below the expected according to the normative pre-pandemic dataset (t = −2.69; p = 0.008; d = 0.29). A further comparison between the preschoolers affected by the pandemic and a post-pandemic cohort from the same school setting (N = 25; mean age = 72.08 months, SD = 3.30) highlighted that the pandemic cohort had lower PA average scores than their post-pandemic peers (t = 12.27; p < 0.001; d = 2.66).DiscussionThese findings underscore the enduring impact of disrupted learning environments on pre-reading abilities among preschoolers. Consequently, they contribute to further the understanding of the effects of the pandemic on the learning progress of young children.

Vision as a piece of the head trauma puzzle.

Approximately half of the brain's circuits are involved in vision and control of eye movements. Therefore, visual dysfunction is a common symptom of concussion, the mildest form of traumatic brain injury (TBI). Photosensitivity, vergence dysfunction, saccadic abnormalities, and distortions in visual perception have been reported as vision-related symptoms following concussion. Impaired visual function has also been reported in populations with a lifetime history of TBI. Consequently, vision-based tools have been developed to detect and diagnose concussion in the acute setting, and characterize visual and cognitive function in those with a lifetime history of TBI. Rapid automatized naming (RAN) tasks have provided widely accessible and quantitative measures of visual-cognitive function. Laboratory-based eye tracking approaches demonstrate promise in measuring visual function and validating results from RAN tasks in patients with concussion. Optical coherence tomography (OCT) has detected neurodegeneration in patients with Alzheimer's disease and multiple sclerosis and may provide critical insight into chronic conditions related to TBI, such as traumatic encephalopathy syndrome. Here, we review the literature and discuss the future directions of vision-based assessments of concussion and conditions related to TBI.

Identifying the Latent Profiles of Language Ability in 5- to 7-Year-Old Children

Objectives: Classifying children into two language ability groups, with and without language impairment, may underestimate the number of groups with distinct language ability patterns. In this study, we tried to classify the children based on their language performance. The purpose of this study was to identify the number and characteristics of latent language ability groups in Korean children. Methods: An unclassified sample of 147 Korean children aged 5 to 7 years participated in the study. Oral language skills in phonological (phonological awareness task), semantical (receptive vocabulary test), and syntactical (sentence repetition task) areas; language processing skills in processing capacity (non-word repetition task); and processing speed (rapid automatized naming task) were assessed. Latent profile analysis was conducted on the language measures. Results: Results indicated that a four-group model best represented the data, characterized by high performance in one group (15.7%), average skills in another group (65.8%), low processing speed in a third group (12.3%), and low grammaticality in a fourth group (6.2%). Conclusion: The latent profiles of language ability in Korean children seemed to be largely divided according to their level of language performance. However, in the group of children with low performance, the existence of different profiles was identified. This suggests that children with low performance may have difficulties learning language for two reasons: difficulties with either grammar or processing speed. Thus, assessing language abilities without testing both areas could potentially lead to misdiagnosis.

Pathogenesis of Comorbid ADHD and Chinese Developmental Dyslexia: Evidence From Eye-Movement Tracking and Rapid Automatized Naming

Background: ADHD and Chinese developmental dyslexia (DD) have a very high comorbidity rate; however, which cognitive deficits characterize the comorbidity and when they occur during cognitive processing are still under debate. Methods: Rapid automatic naming (RAN) tasks with eye-movement tracking were conducted with 75 children who were typically developing, had comorbid ADHD and DD, had only ADHD, and had only DD. Results: The clinical groups had longer first fixation durations than the control for RAN digits. Temporal eye-movement measures, such as gaze duration and total reading time, were found to vary between the comorbidity and ADHD groups. Spatial eye-movement measures, such as regression probability and incoming saccade amplitude, differed between the comorbidity and DD groups. Conclusions: These results indicate that investigation with eye-movement measures combined with RAN tasks can strengthen the understanding of the pathogenesis of comorbid ADHD and DD.

MICK (Mobile Integrated Cognitive Kit) app: Feasibility of an accessible tablet-based rapid picture and number naming task for concussion assessment in a division 1 college football cohort

Although visual symptoms are common following concussion, quantitative measures of visual function are missing from concussion evaluation protocols on the athletic sideline. For the past half century, rapid automatized naming (RAN) tasks have demonstrated promise as quantitative neuro-visual assessment tools in the setting of head trauma and other disorders but have been previously limited in accessibility and scalability. The Mobile Interactive Cognitive Kit (MICK) App is a digital RAN test that can be downloaded on most mobile devices and can therefore provide a quantitative measure of visual function anywhere, including the athletic sideline. This investigation examined the feasibility of MICK App administration in a cohort of Division 1 college football players. Participants (n = 82) from a National Collegiate Athletic Association (NCAA) Division 1 football team underwent baseline testing on the MICK app. Total completion times of RAN tests on the MICK app were recorded; magnitudes of best time scores and between-trial learning effects were determined by paired t-test. Consistent with most timed performance measures, there were significant learning effects between the two baseline trials for both RAN tasks on the MICK app: Mobile Universal Lexicon Evaluation System (MULES) (p < 0.001, paired t-test, mean improvement 13.3 s) and the Staggered Uneven Number (SUN) (p < 0.001, mean improvement 3.3 s). This study demonstrated that the MICK App can be feasibly administered in the setting of pre-season baseline testing in a Division I environment. These data provide a foundation for post-injury sideline testing that will include comparison to baseline in the setting of concussion.

Effects of a short and intensive transcranial direct current stimulation treatment in children and adolescents with developmental dyslexia: A crossover clinical trial.

Developmental Dyslexia (DD) significantly interferes with children’s academic, personal, social, and emotional functioning. Nevertheless, therapeutic options need to be further validated and tested in randomized controlled clinical trials. The use of transcranial direct current stimulation (tDCS) has been gaining ground in recent years as a new intervention option for DD. However, there are still open questions regarding the most suitable tDCS protocol for young people with DD. The current crossover study tested the effectiveness of a short and intensive tDCS protocol, including the long-term effects, as well as the influence of age and neuropsychological processes at baseline on reading improvements. Twenty-four children and adolescents with DD were randomly assigned to receive active tDCS during the first slot and sham tDCS during the second slot or vice versa. Five consecutive daily sessions of left anodal/right cathodal tDCS set at 1 mA for 20 min were administered over the parieto-occipital regions. Reading measures (text, high frequency word, low frequency word, and non-word lists) and neuropsychological measures (visual-spatial and verbal working memory, phoneme blending, and rapid automatized naming tasks) were collected before, immediately after, 1 week and 1 month later the treatment. Our results showed that only the active tDCS condition improved non-word reading speed immediately after and 1 month later the end of the treatment compared with baseline. In addition, the improvement in non-word reading speed was significantly correlated with age and with neuropsychological measures (verbal working memory and phoneme blending) at baseline but only in the active tDCS condition. The current crossover study contributed to enforce previous effects of tDCS, including long-term effects, on non-word reading speed and to understand the effect of age and neuropsychological processes on reading outcomes. Our findings showed that tDCS could be a low-cost and easy-to-implement treatment option with long-term effects for children and adolescents with DD.

The relationships between language, working memory and rapid naming in children with mild to moderate hearing loss

ObjectiveHearing loss is associated with reduced quality and quantity of auditory input, and difficulty in cognitive and language skills. This study aimed to investigate the relationship between language, working memory, and rapid naming skills in children with mild to moderate sensorineural hearing loss (MMHL). MethodsTwenty children with MMHL with the same auditory experience and demographical conditions using bilateral hearing aids were included. Verbal memory subscale of the Working Memory Scale (WMS), consisting of verbal short-term memory (V-STM) and verbal working memory (V-WM) subtests, was administered to all participants. They also completed rapid automatized naming tasks and standardized language measures. ResultsThe language score showed a moderate and significant correlation with verbal memory (VM) score (p = 0.03, r = 0.48) and a moderate and negative correlation with rapid automatized naming (RAN) duration (p = 0.06, r = −0.61). The VM score showed a moderate and significant negative correlation with RAN duration (p = 0.01, r = −0.67). The language level has a strong and significant positive correlation with V-STM (p = 0.007, r = 0.60), V-WM (p = 0.009, r = 0.58), and VM level (p = 0.003, r = 0.65). VM subtests levels have a strong and significant positive correlation with each other (p = 0.017, r = 0.53). RAN level has a strong and significant negative correlation with VM (p = 0.001, r = −0.70), V-WM (p = 0.001, r = −0.76), V-STM (p = 0.001, r = −0.69), and language level (p = 0.001, r = −0.77). ConclusionThe results suggest that the language, verbal working memory, and rapid naming skills of children with MMHL are closely related. It is recommended that the relationship between verbal short-term memory, verbal working memory, rapid naming skills, and language skills should be considered in therapeutic and educational settings. To the best of our knowledge, this is the first study to examine the relationships between verbal-short-term -working memory, duration of rapid automatized naming, and language skills in children with MMHL.

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.

Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.

A contribuição da nomeação automatizada rápida para a velocidade e compreensão de leitura textual em crianças brasileiras do ensino fundamental

ABSTRACT Purpose The main objective of the present study was to examine the contribution of rapid automatized naming (RAN) to reading rate and text comprehension. We also analyzed whether the performance on a rapid automatized naming task in the first year of schooling could be a predictor of the future skill in reading speed and text comprehension. Methods Forty protocols with phonological processing skills assessments were analyzed, namely: rapid automatized naming, phonological awareness and phonological working memory, as well as assessment of reading rate and comprehension, carried out in 2008 and 2011, when children were respectively, in the 2nd and 5th grades of Elementary School I. Results For children in 2nd grade, the RAN of objects was able to predict their performance in reading speed, whereas for children in 5th grade, the performance of RAN of letters plays such a role. In the 2nd grade, RAN contributes indirectly, through reading speed, to the performance of children in reading comprehension. In the 5th grade, among the phonological processing skills, working memory stands out for correlating significantly with reading comprehension. The reading speed of the 2nd grade was able to predict the performance of the reading speed in the 5th. grade. Conclusion Such findings are important for clinical and educational practice, reinforcing that RAN is an important skill which contributes to reading rate which in turn, is important for reading comprehension

Fixation-related potentials in naming speed: A combined EEG and eye-tracking study on children with dyslexia

ObjectiveWe combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with dyslexia (DYS) and chronological age controls (CAC). MethodsThirty children with DYS and 30 CAC (Mage = 9.79 years; age range 7.6 through 12.1 years) performed a set of serial RAN tasks. We extracted fixation-related potentials (FRPs) under phonologically similar (rime-confound) or visually similar (resembling lowercase letters) and dissimilar (non-confounding and discrete uppercase letters, respectively) control tasks. ResultsResults revealed significant differences in FRP amplitudes between DYS and CAC groups under the phonologically similar and phonologically non-confounding conditions. No differences were observed in the case of the visual conditions. Moreover, regression analysis showed that the average amplitude of the extracted components significantly predicted RAN performance. ConclusionFRPs capture neural components during the serial RAN task informative of differences between DYS and CAC and establish a relationship between neurocognitive processes during serial RAN and dyslexia. SignificanceWe suggest our approach as a methodological model for the concurrent analysis of neurophysiological and eye-gaze data to decipher the role of RAN in reading.

Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.

It is well established that phonological awareness (PA) and rapid automatized naming (RAN) tasks reliably predict children’s developing word reading abilities across a wide range of languages. However, existing research has not yet demonstrated unequivocally whether RAN and PA are independently and causally linked to reading, nor has it fully explored the underlying cognitive mechanisms. Most existing research has assessed PA and RAN in children who may already have some reading skill, making direction of influence hard to ascertain. To address this, the current longitudinal research initially assessed RAN and PA in a very young sample of 91 English children (M age = 3 years 11 months; SD = 3.7 months) demonstrated to be nonreaders. Children were reassessed on RAN, PA, and word-level reading at 18 months (Time 2) and then a further year later (Time 3). To explore underlying mechanisms, separate measures of reading accuracy and fluency were taken, and reading tasks varied according to the extent to which they required alphabetic decoding and lexical, orthographic knowledge. Path analyses revealed that from Time 1 to Time 2, both RAN and PA predicted word reading, indicating temporal precedence, though there was some degree of reciprocity in these relationships. However, by Time 3, while RAN still predicted accuracy and fluency of reading, PA only predicted reading accuracy. Furthermore, findings suggested that while RAN was robustly related to both alphabetic decoding and lexical, orthographic aspects of reading, PA’s relationship was restricted to alphabetic decoding accuracy. Theoretical and practical implications are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Benefit of Bilateral Cochlear Implantation on Phonological Processing Skills in Deaf Children.

Children with bilateral cochlear implants (CIs) would have better phonological processing skills than children with unilateral CIs because those with bilateral CIs have better speech perception abilities in noisy environments and higher levels of central auditory system development than those with unilateral CIs. Previous studies have focused on the performance of children with bilateral CIs on standardized clinical assessments. However, these tests are not sufficiently sensitive to explain better speech and language outcomes in children with bilateral CIs than children with unilateral CIs. Thus, this study focused on phonological processing skills at more central levels of analysis that reflect the operation of cognitive processes. Twenty children with bilateral CIs and 20 children with unilateral CIs, aged 4 to 6 years, participated in this study. The children completed the experience-dependent tasks and phonological processing tasks. The experience-dependent tasks involved the monosyllabic word, articulation, and receptive vocabulary tests. The phonological processing tasks involved the phonological awareness, phonological memory, and rapid automatic naming tasks. Task performance was compared between the unilateral and bilateral CI groups. Children with unilateral CIs performed similarly to children with bilateral CIs on all three experience-dependent tasks. However, children with bilateral CIs significantly outperformed children with unilateral CIs on all three phonological processing tasks. Among the phonological processing tasks, the rapid automatic naming task scores differentiated children with unilateral CIs from children with bilateral CIs. Bilateral cochlear implantation may positively impact the phonological processing skills of deaf children.

Single-trial FRPs: A Machine Learning Approach Towards the Study of the Neural Underpinning of Reading Disorders

Understanding the neural underpinning of reading disorders, such as dyslexia, is a fundamental question in developmental neuroscience. However, identifying and isolating informative neural components elicited during free-naming paradigms (i.e. unprompted and unconstrained naming tasks) has proven a challenging methodological task. These methodological barriers have hindered the study of the neural underpinnings of reading disorders. In this paper, we proposed a machine learning approach for detecting neural components during free-naming, overcoming much of the current methodological challenges. We propose a new neural-based metric to differentiate groups of children with dyslexia (DYS) and their chronological age controls (CAC) in a free-naming task. Our approach combines electroencephalography (EEG) and eye-tracking measures to generate single-trial fixation-related potentials (sFRPs) and formulate an optimization problem to extract naming-related neural components, informative of group differences. Our approach is validated on a real dataset involving children with dyslexia and CAC performing a Rapid-Automatized Naming (RAN) task. Our results demonstrate the validity of the proposed metric as an indicator of the neural-based markers of reading disorders. Importantly, our proposed framework provides a novel approach that can facilitate the study of neural correlates of reading disorders under paradigms current methods are unable to.

Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

BackgroundStudies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices.ObjectiveThe study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries.MethodThree countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests.ResultsResults showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries.ConclusionsFindings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

How sandbag-able are concussion sideline assessments? A close look at eye movements to uncover strategies

ABSTRACT Background: Sideline diagnostic tests for concussion are vulnerable to volitional poor performance (“sandbagging”) on baseline assessments, motivated by desire to subvert concussion detection and potential removal from play. We investigated eye movements during sandbagging versus best effort on the King-Devick (KD) test, a rapid automatized naming (RAN) task. Methods: Participants performed KD testing during oculography following instructions to sandbag or give best effort. Results: Twenty healthy participants without concussion history were included (mean age 27 ± 8 years). Sandbagging resulted in longer test times (89.6 ± 39.2 s vs 48.2 ± 8.5 s, p < .001), longer inter-saccadic intervals (459.5 ± 125.4 ms vs 311.2 ± 79.1 ms, p < .001) and greater numbers of saccades (171.4 ± 47 vs 138 ± 24.2, p < .001) and reverse saccades (wrong direction for reading) (21.2% vs 11.3%, p < .001). Sandbagging was detectable using a logistic model with KD times as the only predictor, though more robustly detectable using eye movement metrics. Conclusions: KD sandbagging results in eye movement differences that are detectable by eye movement recordings and suggest an invalid test score. Objective eye movement recording during the KD test shows promise for distinguishing between best effort and post-injury performance, as well as for identifying sandbagging red flags.

How does rapid automatized naming influence orthographic knowledge?

Rapid automatized naming (RAN) is a strong predictor of reading fluency across languages, and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and nonalphanumeric) predicts orthographic knowledge (OK) and what skills may mediate their relation. To examine the RAN–OK relations, we assessed 114 Grade 3 Spanish-speaking Mexican children (58 girls; Mage = 7.9 years, SD = 0.3) on RAN (objects and digits), orthographic knowledge (lexical and sublexical; accuracy and response time), speed of processing, multi-element processing, phonemic awareness, and reading fluency. Path analyses showed first that, OK (both lexical and sublexical) partly mediated the effects of RAN on reading fluency. Second, multiple mediation analyses showed an indirect effect of both RAN tasks on lexical and sublexical OK through phonological awareness. In view of Ehri’s amalgamation hypothesis and Share’s self-teaching hypothesis, our findings suggest that RAN may reflect, in part, the speed with which the phonological representations of letters are accessed and retrieved, which subsequently influences how quickly orthographic representations can be formed and accessed.

Consciência fonológica, nomeação automática rápida e leitura em adultos analfabetos funcionais

The study's purpose is to describe the cognitive profile of a sample of functionally illiterate individuals in reading, phonological awareness (PA) and rapid automatized naming (RAN), as well as to correlate the performance of these tasks. Moreover, it sought to understand how the performances in PA and RAN predict results in reading of words and pseudowords. 23 functionally illiterate adults were assessed for intelligence, reading, PA and RAN tasks. Participants showed difficulties in PA, performing poorly in tasks involving phoneme analysis and manipulation. In RAN, they found it easier to name alphanumeric items. Regarding reading, they presented difficulties in phonological processing, with errors caused by phonological exchange. Correlation analyses indicated that reading presented higher correlations with RAN than PA. Finally, a regression analysis indicated that performance in RAN can account for more than half of participants' reading results. In general, the profile of functionally illiterate adults presents impairment in the abilities assessed that are more evident in PA at phoneme levels as well as in naming of non-alphanumerical items. Moreover, the results in RAN explain those in word and pseudowords reading better than the results in PA.

Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children.

Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children from Shanghai (84 girls and 99 boys; Mage = 85.98 months, SD = 3.76) were followed until Grade 5 and were assessed annually on RAN, reading, and mathematics. The results of standard cross-lagged analyses indicated that the effects were unidirectional (earlier RAN predicted future reading and mathematics fluency), specific (earlier RAN predicted further growth only in fluency outcomes), and consistent (with one exception, earlier RAN predicted every subsequent reading and mathematics fluency). Theoretical implications of these findings are discussed in light of the language in which the study was conducted and the developmental span covered. (PsycInfo Database Record (c) 2020 APA, all rights reserved)