Search results for "rapid automatized naming"

FUNCIONES NEUROPSICOLÓGICAS EN LAS HABILIDADES DE INICIO A LA LECTOESCRITURA

2016

Abstract:Numerous studies have tried to identify the set of skills and knowledge that are the basis for the development of literacy as phonological awareness, orthographic awareness and RAN. Since learning of literacy has its onset between 3 and 6 years, which is the maximum period of brain plasticity, it is clear the need to relate certain brain functions with the early onset of the skills that are the basis of its learning. Thus, the main objective of this work is the detection of neuropsychological functions that allow proper development of all those skills. Participants were 119 students who have been assessed twice, when 4 and 5 years old. The instruments used were the BIL, the Rapid A…

Lukivaikeuksien tunnistaminen ja kuntouttaminen alkuopetusvaiheessa

2014

Counting and RAN: Predictors of arithmetic calculation and reading fluency.

2013

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of lat…

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

2012

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the ba…

A meta-analysis of the relation between RAN and mathematics.

2017

Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN–mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r…

The precursors of double dissociation between reading and spelling in a transparent orthography.

2016

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, a…

Predictors of developmental dyslexia in European orthographies with varying complexity

2012

Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role…

Longitudinal interactions between brain and cognitive measures on reading development from 6 months to 14 years

2017

Dyslexia is a neurobiological disorder impairing learning to read. Brain responses of infants at genetic risk for dyslexia are abnormal already at birth, and associations from infant speech perception to preschool cognitive skills and reading in early school years have been documented, but there are no studies showing predicting power until adolescence. Here we show that in at-risk infants, brain activation to pseudowords at left hemisphere predicts 44% of reading speed at 14 years, and even improves the prediction after taking into account neurocognitive preschool measures of letter naming, phonology, and verbal short-term memory. The association between infant brain responses and reading …

Rapid automatized naming and reading fluency in children with learning difficulties

2015

Verbal and academic skills in children with early-onset type 1 diabetes

2010

Aim  Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in comparison children. In addition, the incidence of dyslexia (≤10th centile in reading speed or reading–spelling accuracy) was studied. Method  The performance of 51 children with early-onset diabetes (25 females, 26 males; mean age 9y 11mo, SD 4mo; range 9–10y) was compared with that of 92 children without diabetes (40 females, 52 males; mean age 9y 1…