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Rapid automatic naming: easy to measure, hard to improve (quickly).
Peter F de Jong1, Lidy Oude Vrielink
1University of Amsterdam, Department of Education, Amsterdam, The Netherlands. P.F.deJong@uva.nl
Annals of Dyslexia
|March 15, 2005
Summary
This study investigated if training rapid serial naming (RSN) of letter sounds improves reading skills in first graders. Results showed that training letter-sound naming was unsuccessful, suggesting difficulty in improving this skill quickly.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Serial rapid naming (SRN) is hypothesized to influence reading acquisition by affecting phonological activation timing.
- Orthographic knowledge acquisition may be linked to the temporal proximity of phonological activation during naming.
Purpose of the Study:
- To test the hypothesis that SRN training enhances reading skills.
- To evaluate the effectiveness of training rapid serial naming of letter sounds in first-grade children.
Main Methods:
- A training study involving Dutch first graders.
- Experimental group trained in rapid serial naming of letter sounds.
- Control groups included no-training and serial addition training.
Main Results:
- A symbol-specific relationship between SRN and reading was observed pre-training.
- Training in serial letter-sound naming was not successful.
- Serial addition training proved highly effective.
Conclusions:
- Improving serial rapid naming of letter sounds in beginning readers may be challenging.
- The study highlights potential difficulties in directly enhancing a specific component of rapid naming for reading improvement.