Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities.

The Relationship between English and Persian Phonological Awareness, Rapid Autamatized Naming and Students’ Reading Achievement in Partial Immersion and Non-Immersion Programs

The cognitive predictors (i.e.,Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and non-immersion programs. The present study sought to investigate the relationship between English and Persian Phonological Awareness (PA), Rapid Autamatized Naming (RAN) and reading achievementof Iranian students in ...

The influence of inattention and rapid automatized naming on reading performance.

The current study examined the relation between attention, rapid automatized naming (RAN), and reading fluency among typically developing children. A total of 104 third- and fourth-grade children (8-11 years of age) completed RAN measures consisting of four stimuli (letter, digit, color, and object) and an oral reading fluency measure from the Gray Oral Reading Test-Fourth Edition. Correlationa...

Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis.

Children with ADHD demonstrate increased frequent "lapses" in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predi...

Motor Control and Reading Fluency: Contributions beyond Phonological Awareness and Rapid Automatized Naming in Children with Reading Disabilities

Rapid Automatized Naming and Learning Disabilities: Does Ran Have a Specific Connection to Reading or Not? a Replication

The aim of this study was to replicate the study of Waber, Wolff, Forbes, and Weiler (2000), in which the specificity of naming speed deficits (NSD) to reading disability (RD) was examined. 193 children (ages 8 to 11) referred to a child neuropsychological clinic for evaluation of learning disabilities were studied. Receiver operating characteristic (ROC) was used to determine how well rapid au...