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Related Concept Videos

Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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RAN training in dyslexia: Behavioral and brain correlates.

Caroline Vander Stappen1, Laurence Dricot2, Marie Van Reybroeck1

  • 1Psychological Sciences Research Institute (IPSY), Université catholique de Louvain (UCLouvain), 10 bte L3.05.01 Place Cardinal Mercier, 1348, Louvain-la-Neuve, Belgium.

Neuropsychologia
|July 25, 2020
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Summary

Rapid Automatized Naming (RAN) training improved reading skills in children with dyslexia, supported by behavioral and brain imaging evidence. Gains in RAN correlated with changes in the brain's arcuate fasciculus, a pathway for speech fluency.

Keywords:
Children with dyslexiaDiffusion tensor imaging (DTI)Fractional anisotropy (FA)InterventionPlasticityRapid automatized naming (RAN)Reading networkWhite matter

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • The efficacy of Rapid Automatized Naming (RAN) training for dyslexia lacks robust behavioral and neuroimaging evidence.
  • The precise neural underpinnings and contribution of RAN to reading acquisition remain unclear.

Purpose of the Study:

  • To investigate the impact of a RAN-objects intervention on behavioral and brain measures in children with dyslexia.
  • To explore the neural basis of RAN training and its relationship with reading improvement.

Main Methods:

  • A RAN-objects intervention was administered to children with dyslexia (n=18).
  • Behavioral assessments (RAN, word reading) and diffusion MRI were conducted before and after the intervention.
  • Trained children were compared to a control group of normal-reading children (n=13).

Main Results:

  • Trained children showed significant improvements in RAN performance and word reading accuracy.
  • Gains in RAN were positively correlated with increased fractional anisotropy (FA) in the left anterior arcuate fasciculus (AF).
  • The AF is a white matter tract crucial for articulation and speech fluency.

Conclusions:

  • RAN training offers a promising avenue for dyslexia remediation.
  • RAN training appears to engage neural pathways essential for both oral language production and reading processes.