Rapid Naming Skills Research Articles

Socioeconomic dissociations in the neural and cognitive bases of reading disorders

Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6–9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing—widely considered the “core deficit” of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children’s early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development.

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.

How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography

ABSTRACT The purpose of this study was to examine the power of phonological awareness and rapid naming longitudinally in predicting reading achievement in a highly transparent orthography, Turkish. Children were followed in kindergarten and first grade and assessed at four time points. While phonological awareness and rapid naming skills of children were assessed in the fall and spring semesters of kindergarten and in the fall semester of first grade, their reading skills were assessed at the end of fall semester of first grade. A total of 365 children participated in all assessments. Structural equation modeling was used to examine the prediction status of phonological awareness and rapid naming on reading achievement. Results revealed that although phonological awareness was a better predictor of reading than rapid naming, both skills predicted reading achievement significantly at all three time points, and that the contribution of these skills to reading differed at various points in time. In conclusion phonological awareness and rapid naming are strong predictors of reading achievement in a highly transparent orthography as indicated by the previous research. Thus, by assessing these skills, children at risk for reading difficulties can be identified and supported early to increase their chance of success in school.

Introducing augmented reality in early childhood literacy learning

Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this study brought an application into six pre-kindergarten classrooms by introducing three experimental classrooms to an AR centre while others engaged with a two-dimensional (2D) version of the same material. Bayesian analysis revealed that rapid letter naming rates grew for all children involved in the study. It increased by 6.28% among children in the experimental AR group and 3.35% in the control 2D group. Growth in rates of motivation was similar among experimental (11.5%) and control (10.9%) groups. These findings suggest that three-dimensional images of letters might help with rapid letter naming skills, and animations available in both versions may be the reason of increases in motivation. Teacher interviews presented positive views towards AR, and instructional implications were provided by teachers for incorporating the technology into early childhood classrooms.

Rapid naming ability in adults with stuttering

The investigation of phonological encoding abilities in persons with stuttering has gained importance recently. There is limited information available on the rapid automatized naming ability in adults with stuttering. In the present study, rapid naming ability was assessed in 32 persons with stuttering and 32 persons without stuttering in the age range of 18–30 years on Rapid Automatized Naming and Rapid Alternating Stimulus test. The study findings indicated that the persons with stuttering took a longer time to complete the tasks as compared to persons without stuttering, suggestive of a possible breakdown in phonological encoding ability. Among the subtasks, the longer completion time was observed for the rapid alternating stimulus 3-set task and the color subtasks. The findings of the study clearly propose the need to encompass rapid naming skills, as a part of the assessment and management protocol for individuals with stuttering.

Early Predictors for Kindergarten Students at Risk for Dyslexia: A Two-Year Longitudinal Study

This study aim to determine early clues that can be seen in kindergarten students at risk of dyslexia. The sample consisted of 27 students selected from two kindergartens through purposeful sampling. The Kindergarten Dyslexia Pre-Determination Observation Form was developed by researcher, Personal Information Form and Colorado Learning Disability Questionnaire-Reading Sub-Scale (CLDQ-R) were used as a data collection tool. Firstly, the students were observed by the kindergarten teachers during the education period through the scale that was developed by researcher and in the following next year, the classroom teachers in the schools where these students started the first year and the researcher identified the students who were thought to be at risk dyslexia. Finally the early clues in the kindergarten were tried to be reached by following the last measurements. The data were analyzed using Mann Whitney U test and descriptive analysis techniques. As a result of this study, it can be said that kindergarten students at risk of dyslexia have problems to recall the informations (songs, rhymes, words, names and names), phonologic development, rapid automatic naming skills, simple sequencing and arithmetic skills, experienced in time and spatial skills and have less vocabulary than their peers and this situation is reflected in their speeches.

Comparing Rapid Naming Skill in 7- and 8-Year-Old Normally Developed Children in Tehran

Comparing Rapid Naming Skill in 7- and 8-Year-Old Normally Developed Children in Tehran

Cross-Language Influence of Phonological Processing Skills on Early Reading in Chinese-English Speaking Children

Empirical research shows the importance of phonological processing in children’s acquisition of reading skills. However, the cross-language relationship between first language and second language is still not clearly described especially in Malaysia’s multi-cultural context. This study examines the relations between phonological processing skills and early reading in children’s acquisition of Chinese (L1) and English (L2) as second languages. A total of 150 Chinese-speaking children (6 - 7 years old) participated and were administered measures of early reading and phonological processing skills in both L1 and L2. Within-language and cross-language structural equation, models (SEMs) were created to explore the causal relationships between phonological processing skills and early reading in both languages. Results indicated that among the three key skills of phonological processing, rapid automatic naming was the strongest predictor of Chinese early reading. In contrast, phonological awareness strongly predicted English early reading. Only English (L2) rapid automatic naming skills contributed to Chinese (L1) early reading. The cross-language transfer of English rapid automatic naming skills on Chinese (L1) early reading was found and reported. This study contributes to the development of models and theories of bilingual acquisition. It aims to design instructional programmes by considering these critical skills' contribution in enhancing successful reading in English as a second language

Longitudinal outcomes of an individualized and intensive reading intervention for third grade students.

Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189hr of instruction over 3months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports.

The relation between short-term memory and vocabulary skills in Greek children with cochlear implants: The role of hearing experience

Weak performance in short-term memory (STM) in children with cochlear implants (CI) may have an impact on vocabulary development. Vocabulary, phonological STM (non-word repetition), phonological/verbal STM (digit span) and rapid naming measures were administered to 15 Greek-speaking children with CI (ages 4;6–8;6) and to chronological age (CA) and younger controls with normal hearing (NH). The children with CI exhibited lower performance in all tasks compared to CA controls but lagged behind only in phonological STM tasks in comparison to younger NH controls. For children with CI, vocabulary correlated with phonological STM, while for younger NH controls it correlated with all the cognitive measures used. The present results showed that children with CI demonstrate age-matched rapid naming skills, a slower development in vocabulary acquisition rates and developmental lags in their phonological STM skills, suggesting an overall atypical pattern of development. The results also suggest a relationship between these skills which needs to be explored further.

Dyslexia prevention by action video game training: behavioural and neurophysiological evidence

For children affected by developmental dyslexia learning to read is extremely difficult. Pre-reading visual attention predicts future reading acquisition skills. Action video game (AVG) training increases attentional functioning and induces learning that transfers well beyond the task domain, such as reading. We investigated the effects of AVG training on predictors of future reading acquisition (i.e., visuo-spatial attention, auditory-phonological processing and rapid naming skills) and on the dense-array EEG resting-state in pre-reading children at risk for dyslexia. Three matched groups of pre-readers at risk for dyslexia were tested before and after they played with AVG, non-AVG (for 20 hrs) or no-treatment (Exp. 1). We found that only playing AVG improved children's visuo-spatial attention processing. Phonemes discrimination was also increased only after AVG training. We confirmed this effect of AVG training on phonological processing in a replication study with another independent sample (Exp. 2). Two new samples of pre-schoolers at risk for dyslexia were selected (Exp. 3): half of them were trained with AVG while the other half had no training. We measured visuo-spatial attention and auditory-phonological skills. Eyes-closed resting-state EEG was also recorded in both groups. Results showed that only the AVG training improved visuo-spatial attention as well as auditory-phonological skills. A reduction of the upper alpha band (10-14 Hz) oscillatory activity in posterior areas was found only after the AVG training, showing a possible neural basis of the effect of attentional improvement on auditory-phonological processing. Our results showed, for the first time, that attention improvements can directly translate into better language abilities, providing a new, fast and fun prevention training for dyslexia.

Rapid automatized naming and reading performance: A meta-analysis.

Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN–reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN–reading relationship. The consistency of orthography and the subjects’ grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects’ reading proficiency played a role in the relationship. Implications for future studies are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

This study aimed to investigate the structure and the validity of the cognitive components of reading in Thai, which is a language with a high degree of grapheme–phoneme correspondence. The participants were 1181 fourth-grade students in 29 schools in Thailand, divided into two subsamples for data analysis. Phoneme isolation, rapid colour naming, rapid number naming, rapid word segmentation, morphological structure and morphological production were developed based on the cognitive theories involved in reading. The reliabilities of the tests ranged from .81 to .98. The structure of the cognitive components of reading in Thai was examined using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). With subsample 1 (N = 590), the results of EFA support a three-factor structure, measuring morphological awareness, decoding-related and rapid naming skills. With subsample 2 (N = 591), the results of CFA are consistent with the findings of EFA. These findings indicate that the three-factor structure is appropriate to examine the cognitive components of reading in Thai language.

Precursors of Developmental Dyslexia: An Overview of the Longitudinal Dutch Dyslexia Programme Study

Converging evidence suggests that developmental dyslexia is a neurobiological disorder, characterized by deficits in the auditory, visual, and linguistic domains. In the longitudinal project of the Dutch Dyslexia Programme, 180 children with a familial risk of dyslexia (FR) and a comparison group of 120 children without FR (noFR) were followed from the age of 2 months up to 9 years. Children were assessed on (1) auditory, speech, and visual event-related potentials every half year between 2 and 41 months; (2) expressive and receptive language, motor development, behaviour problems, and home-literacy environment by questionnaires at the age of 2 and 3; (3) speech-language and cognitive development from 47 months onwards; and (4) preliteracy and subskills of reading, and reading development during kindergarten and Grades 2 and 3. With regard to precursors of reading disability, first analyses showed specific differences between FR and noFR children in neurophysiological, cognitive, and early language measures. Once reading tests administered from age 7 to 9 years were available, the children were divided into three groups: FR children with and without dyslexia, and controls. Analyses of the differences between reading groups yielded distinct profiles and developmental trajectories. On early speech and visual processing, and several cognitive measures, performance of the non-dyslexic FR group differed from the dyslexic FR group and controls, indicating continuity of the influence of familial risk. Parental reading and rapid naming skills appeared to indicate their offspring's degree of familial risk. Furthermore, on rapid naming and nonverbal IQ, the non-dyslexic FR group performed similarly to the controls, suggesting protective factors. There are indications of differences between the FR and control groups, irrespective of reading outcome. These results contribute to the distinction between the deficits correlated to dyslexia as a manifest reading disorder and deficits correlated to familial risk only.

What do diagnostic test data tell us about differences in the profiles of children diagnosed with reading disability or language impairments?

A detailed evaluation of a child's strengths and weaknesses allows for a valid and reliable diagnosis of reading disability for the selection of optimal intervention practices. Using archival data from a clinic that specialized in the diagnosis of reading disabilities, we compared the performance of 60 children diagnosed with specific reading disability (SRD) and 31 children with language impairments and reading disability (LIRD) on measures of cognitive reasoning, verbal ability, phonological manipulation, rapid serial naming, and phonological memory. While the SRD and LIRD groups did not differ in their phonological processing, children with LIRD performed significantly below their peers with SRD on thinking ability and verbal ability measures. Rapid naming skills served as current predictors of text reading fluency and verbal ability skills served as concurrent predictors of reading comprehension in both groups. These findings highlight the need for reading diagnosticians to conduct comprehensive evaluations using a range of cognitive and language processes to ensure the most accurate and specific diagnoses of children with reading disabilities.Learning outcomes: Readers will be able to (a) describe general characteristics of reading disabilities, (b) differentiate features of two learning disabilities, specific reading disability and language impairments and reading disability, and (c) identify key clinical issues and approaches for identification, diagnosis, and intervention of these two diagnostic profiles.

Word and person effects on decoding accuracy: A new look at an old question.

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research.

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 YearsReading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.

Visual rapid naming and phonological abilities: Different subtypes in dyslexic children

One implication of the double-deficit hypothesis for dyslexia is that there should be subtypes of dyslexic readers that exhibit rapid naming deficits with or without concomitant phonological processing problems. In the current study, we investigated the validity of this hypothesis for Portuguese orthography, which is more consistent than English orthography, by exploring different cognitive profiles in a sample of dyslexic children. In particular, we were interested in identifying readers characterized by a pure rapid automatized naming deficit. We also examined whether rapid naming and phonological awareness independently account for individual differences in reading performance. We characterized the performance of dyslexic readers and a control group of normal readers matched for age on reading, visual rapid naming and phonological processing tasks. Our results suggest that there is a subgroup of dyslexic readers with intact phonological processing capacity (in terms of both accuracy and speed measures) but poor rapid naming skills. We also provide evidence for an independent association between rapid naming and reading competence in the dyslexic sample, when the effect of phonological skills was controlled. Altogether, the results are more consistent with the view that rapid naming problems in dyslexia represent a second core deficit rather than an exclusive phonological explanation for the rapid naming deficits. Furthermore, additional non-phonological processes, which subserve rapid naming performance, contribute independently to reading development.

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.

The purposes of this study were (a) to identify measures that when added to a base 1(st)-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1(st) grade, and assessed for reading difficulty at the end of 2(nd) grade. The base screening model, included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running records or oral reading fluency, significantly decreased false positives. The 2-stage gated screening process using phonemic decoding efficiency in the first stage significantly reduced the number of children requiring the full screening battery.