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Measures of information processing in rapid automatized naming (RAN) and their relation to reading
G Neuhaus1, B R Foorman, D J Francis
1University of Houston, TX, USA.
Journal of Experimental Child Psychology
|March 13, 2001
Summary
Rapid Automatized Naming (RAN) pause times for letters, not articulation, predict reading skills in young students. Specifically, RAN letters pause duration is a strong indicator of decoding and reading comprehension abilities.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Rapid Automatized Naming (RAN) tests assess processing speed.
- Previous research suggests RAN is linked to reading ability.
- The specific contributions of articulation vs. pause times in RAN are not fully understood.
Purpose of the Study:
- To investigate the relationship between articulation and pause durations within RAN subtests.
- To examine how articulation and pause latencies in RAN relate to reading performance in first and second graders.
- To determine if general processing speed or specific letter-processing speed predicts reading outcomes.
Main Methods:
- Administered RAN letters, numbers, and objects subtests to 50 first and second graders.
- Audiotaped and analyzed performance to measure articulation and interarticulation pause times.
- Correlated RAN timing measures with reading and decoding assessments.
Main Results:
- RAN letters and objects pause/articulation times were not reliably related; RAN numbers showed a relationship.
- RAN pause durations, but not articulation times, were differentially related to reading.
- RAN letters pause time was the most consistent predictor of decoding and reading comprehension.
Conclusions:
- Reading ability is predicted by the speed of processing associated with letters, not general processing speed.
- Pause duration in RAN, particularly for letters, is a critical factor in predicting reading success.
- Intervention focusing on rapid naming of letter sequences may enhance reading development.
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