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The Rapid Automatized Naming Of Quantities And Its Associations With The Other Ran Tasks And Arithmetic And Reading Fluency In Grades 3 To 6.

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The Rapid Automatized Naming Of Quantities And Its Associations With The Other Ran Tasks And Arithmetic And Reading Fluency In Grades 3 To 6.

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The rapid automatized naming of quantities and its associations with the other RAN tasks and arithmetic and reading

Sara Huotari¹, Riikka Heikkilä², Minna Torppa³

¹Department of Education, University of Jyväskylä 40014 Jyväskylä, Finland; Niilo Mäki Institute, 40101 Jyväskylä, Finland.

Journal of Experimental Child Psychology

|March 21, 2025

View abstract on PubMed

Summary

This summary is machine-generated.

This study found that rapid automatized naming of quantities (RAN quantities) is a reliable and valid measure, uniquely associated with both arithmetic and reading fluency in children. It enhances standard RAN assessments.

Keywords:

Arithmetic fluency Cross-sectional Elementary school Rapid automatized naming (RAN)Rapid automatized naming of quantities Reading fluency

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Area of Science:

Cognitive Psychology
Educational Psychology
Neuroscience

Background:

Rapid Automatized Naming (RAN) tasks assess processing speed and automaticity.
Standard RAN tasks include objects, letters, digits, and colors.
The numerical RAN task (RAN quantities) assesses naming speed for numerical sequences.

Purpose of the Study:

To evaluate the reliability and validity of RAN quantities compared to standard RAN tasks.
To investigate the association of RAN quantities with arithmetic and reading fluency.
To determine if RAN quantities offers unique predictive value beyond other RAN measures.

Main Methods:

A sample of 713 Finnish children in Grades 3-6 participated.
The study employed a numerical serial naming task (RAN quantities).

Statistical analyses examined reliability, validity, and associations with fluency measures.

Main Results:

RAN quantities demonstrated a two-factor structure (alphanumeric and non-alphanumeric).
RAN quantities showed unique associations with arithmetic fluency, beyond RAN digits.
An association was observed between RAN quantities and reading fluency, even after controlling for other RAN tasks.

Conclusions:

RAN quantities is a reliable and valid measure that captures both symbolic and semantic aspects of RAN.
The inclusion of RAN quantities enhances the RAN assessment instrument.
RAN quantities uniquely contributes to understanding arithmetic and reading fluency in school-aged children.