Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis

2021 ◽  
Author(s):  
Yi-Jui Iva Chen ◽  
Christopher G. Thompson ◽  
Zhihong Xu ◽  
Robin C. Irey ◽  
George K. Georgiou
Keyword(s):  
Meta Analysis ◽  
Rapid Automatized Naming ◽  
Spelling Performance

scholarly journals Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

2019 ◽  
Author(s):  
Katharina Galuschka ◽  
Ruth Görgen ◽  
Julia Kalmar ◽  
Stefan Haberstroh ◽  
Xenia Schmalz ◽  
...  
Keyword(s):  
Systematic Review ◽  
Treatment Approach ◽  
Meta Analysis ◽  
High Impact ◽  
Treatment Approaches ◽  
Spelling Performance ◽  
Morphological Instruction ◽  
Spelling Intervention ◽  
Adolescents And Adults ◽  
Sample Characteristics

This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling interventions in children, adolescents and adults with dyslexia and spelling deficits were included. Results show that treatment approaches using phonics, orthographic (graphotactic or orthographic phonological spelling rules), as well as morphological instruction had a moderate to high impact on spelling performance. A significant influence of interventions that teach memorization strategies to improve spelling could not be confirmed. This work shows that understanding the principles of an orthography is beneficial for learners with dyslexia or spelling deficits and presents key components for effective spelling intervention.

scholarly journals Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

2021 ◽  
pp. 1-14
Author(s):  
Lucie Broc ◽  
Nelly Joye ◽  
Julie E. Dockrell ◽  
Thierry Olive
Keyword(s):  
Scoping Review ◽  
Language Disorder ◽  
Meta Analysis ◽  
Research Question ◽  
Qualitative Description ◽  
School Age Children ◽  
Developmental Language Disorder ◽  
Spelling Errors ◽  
Spelling Performance ◽  
Orthographic Depth

Purpose This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? Method The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010) : (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. Results Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. Conclusions This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills.

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

2015 ◽  
Vol 107 (3) ◽  
pp. 868-883 ◽  
Author(s):  
Susana Araújo ◽  
Alexandra Reis ◽  
Karl Magnus Petersson ◽  
Luís Faísca
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Rapid Automatized Naming

scholarly journals Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

2018 ◽  
Vol 15 (1) ◽  
pp. 46-76
Author(s):  
Eugene Borokhovski ◽  
Robert M. Bernard ◽  
Norman Segalowitz ◽  
Anna Sokolovskaya
Keyword(s):  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Weighted Average ◽  
Reading Performance ◽  
Effect Sizes ◽  
Rapid Automatized Naming ◽  
Empirical Literature ◽  
Double Deficit Hypothesis ◽  
Double Deficit

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types. Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures. Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

scholarly journals Rapid automatized naming (RAN) as a kindergarten predictor of future reading: A systematic review and meta-analysis

2021 ◽  
Author(s):  
Sean McWeeny ◽  
SouJin Choi ◽  
June Choe ◽  
Alexander Latourrette ◽  
Megan Roberts ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Rapid Automatized Naming ◽  
Grade School ◽  
Early Screening ◽  
Reading Abilities ◽  
Practical Guidelines ◽  
Reading Measures ◽  
Meta Analyses

AbstractRapid automatized naming (RAN) tasks have been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important. In this systematic review and meta-analysis (with N = 68 samples; k = 373 effect sizes; n = 10,513 participants), we test the extent to which measures of RAN assessed before grade school predict later reading performance in English-speaking children. We also test whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that kindergarten/preschool RAN is correlated with grade-school reading at r = -.38, similar in magnitude to previous meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks are particularly strongly related to future reading, as compared with non-alphanumeric tasks (p = .01) but that other features of the RAN task, such as the number of items, do not alter its predictive significance. RAN predicts all types of reading measures, but more strongly predicts real word than nonword reading (p < .001). These results support a shared cognitive resource model in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines based on these data for early screening for reading difficulties and dyslexia.

The effects of low-ratio n-6/n-3 PUFA on biomarkers of inflammation: a systematic review and meta-analysis

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen
Keyword(s):  
Systematic Review ◽  
Fatty Acid ◽  
Polyunsaturated Fatty Acid ◽  
Meta Analysis ◽  
Chain Polyunsaturated Fatty Acid ◽  
Inflammation Markers ◽  
Pufa Supplementation ◽  
Long Chain

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.

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