Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed

2021 ◽  
Vol 44 (4) ◽  
pp. 882-896
Author(s):  
Ravit Cohen‐Mimran ◽  
Rachel Yifat ◽  
Karen Banai
Keyword(s):  
Reading Speed ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

scholarly journals Tapping to Music Predicts Literacy Skills of First-Grade Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Csaba Kertész ◽  
Ferenc Honbolygó
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Verbal Working Memory ◽  
First Grade ◽  
Literacy Skills ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

scholarly journals Orthographic depth and developmental dyslexia: a meta-analytic study

2021 ◽  
Author(s):  
Desiré Carioti ◽  
Marta Franca Masia ◽  
Simona Travellini ◽  
Manuela Berlingeri
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Reading Speed ◽  
Control Groups ◽  
Short Term ◽  
Reading Accuracy ◽  
Orthographic Depth ◽  
Wide Range ◽  
And Control ◽  
Effect Of Age

AbstractCross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups’ performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.

scholarly journals Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

2016 ◽  
Vol 29 (4) ◽  
pp. 1215-1226 ◽  
Author(s):  
Vickie Plourde ◽  
Michel Boivin ◽  
Mara Brendgen ◽  
Frank Vitaro ◽  
Ginette Dionne
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Word Reading ◽  
Reading Speed ◽  
Genetic Correlations ◽  
Genetic Associations ◽  
Verbal Abilities ◽  
Reading Accuracy ◽  
Hyperactivity Disorder ◽  
Reading Abilities

AbstractMultiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668–837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills.

Reading Performance of Young Adults With ADHD Diagnosed in Childhood

2016 ◽  
Vol 21 (4) ◽  
pp. 294-304 ◽  
Author(s):  
Ana Miranda ◽  
Jessica Mercader ◽  
M. Inmaculada Fernández ◽  
Carla Colomer
Keyword(s):  
Young Adults ◽  
Reading Disabilities ◽  
Normal Development ◽  
Reading Speed ◽  
Reading Performance ◽  
Self Report ◽  
Early Interventions ◽  
Reading Accuracy ◽  
Fluency And Comprehension ◽  
Behavior Rating Inventory

Objective: To study reading performance of young adults with ADHD and its relation with executive functioning. Method: Thirty young adults with a childhood diagnosis of ADHD and 30 with normal development (ND) were compared on reading accuracy, fluency, and comprehension. Furthermore, ADHD with reading disabilities (ADHD+RD) and ADHD without reading disabilities (ADHD-RD) subgroups were compared using self-report and informant-report versions of the Behavior Rating Inventory of Executive Function–Adult version (BRIEF-A). Results: Adults with ADHD obtained significantly worse results than the ND adults on reading speed, responses to literal questions, and a cloze test. Although the comparison of the ADHD+RD and ADHD-RD groups did not show significant differences on the BRIEF-A subscales, the ADHD+RD group surpassed the critical percentile (85) on more subscales, with working memory and metacognition especially affected. Conclusion: The findings point out that reading should be assessed in individuals with ADHD as part of their evaluation to design effective early interventions.

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 The influence of age, sex and visual dysfunction on reading ability in school-children

2020 ◽  
Vol 238 ◽  
pp. 12016
Author(s):  
António M. G. Baptista ◽  
Pedro Serra ◽  
Carlos Silva ◽  
Sandra Franco ◽  
James Gilchrist ◽  
...  
Keyword(s):  
Reading Ability ◽  
Reading Speed ◽  
Reading Performance ◽  
The Other ◽  
Vision Screening ◽  
Visual Condition ◽  
Multilinear Regression ◽  
Reading Accuracy ◽  
Convergence Insufficiency ◽  
Multilinear Regression Analysis

Binocular and accommodative dysfunctions affect the efficiency and coordination of the eyes, and this may impair reading performance. Reading can be evaluated using accuracy and speed measures. In this study, we searched for evidence that dysfunctions of accommodation (i.e. accommodation insufficiency, IA) and binocular vision (i.e. convergence insufficiency, CI) and also hyperopia have impact on reading ability. A sample of 292 children read a text following vision screening. The sample was composed of control children and children with the conditions: AI; CI and hyperopia. Multilinear regression analysis was used to evaluate the influence of variables sex, age and visual condition (control, AI, CI and hyperopia) on reading accuracy and speed. The results showed that ~7% of the variation in reading accuracy was explained by a model where age (p=0.001), and presence of AI (p<0.001) and hyperopia (p=0.019) were statistically significant. On the other hand, ~38% of the variation in the index of speed was explained by age alone (p<0.001). These results confirm the importance of age on children’s ability to read, and suggests that AI and hyperopia, but not CI may affect reading accuracy. Reading speed does not appear to be affected by the presence of binocular or accommodative dysfunction.

scholarly journals Reading Predictors in Croatian

2021 ◽  
Vol 30 (2) ◽  
pp. 161-184
Author(s):  
Maja Kelić ◽  
Mirta Zelenika Zeba ◽  
Jelena Kuvač Kraljević
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Reading Speed ◽  
Digit Span ◽  
Reading Rate ◽  
Relative Importance ◽  
Hierarchical Multiple Regression ◽  
Transparent Orthography ◽  
Reading Accuracy ◽  
Suppressor Variable

Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme addition and spoonerism tasks. RAN was measured using naming of colours, and WM was measured using the WM standardised measure of digit span (WISC-IV-HR) and pseudoword repetition. In order to find the best predictors of reading rate and accuracy for both words and pseudowords, three-stage hierarchical multiple regression was conducted. The results showed that in highly transparent language when reading is automatised, RAN is the most significant predictor of both reading rate and accuracy. Although this study did not show dissociation between the predictors supporting reading speed and reading accuracy, it confirmed the importance of PA as a suppressor variable for RAN in predicting pseudowords reading time.

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