Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

• Authors: Kadi Lukanenok
• Languages of publication: EN

Abstracts

EN

Reading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.

Keywords

EN

education for sustainable development; reading; naming; rapid naming speed; reading; reading difficulties

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2011
• Volume: 13
• Issue: 1
• Pages: 113-128

Dates

published

2011-01-01

online

2011-07-12

Contributors

author

Kadi Lukanenok

• Tallinn University, Estonia

References

• Ahonen, T., Leppänen, T., & Tuovinen, S. (2003). Nopean sarjallinen nimeämisen testi [Rapid serial naming test]. Jyväskylä: ER-Paino Oy, Lievestuore Publisher.
• Albuquerque, C. P., & Simoes, M. R. (2010). Rapid naming tests: Developmental course and relations with neuropsychological measures. The Spanish Journal of Psychology, 13(1), 88-100.
• Arnell, K. M., Joanisse, M. F., Klein, R. M., Busseri, M. A., & Tannock, R. (2009). Decomposing the relation between rapid automatized naming (ran) and reading ability. Canadian Journal of Experimental Psychology, 63(3), 173-184.[Crossref]
• Aro, M. (2004). Learning to read. The effect of orthography. Jyväskylä: ER-Paino Ky, Lievestuore.
• Boscardin, C. K., Muthén, B., David J. F., & Baker, E. L. (2008). Early identification of reading difficulties using heterogeneous developmental trajectories. Journal of Educational Psychology, 100(1), 192-208. DOI: 10.1037/0022-0663.100.1.192.[Crossref]
• Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skills in first-grade children. Journal of Educational Psychology, 95, 225-239.[Crossref]
• Constable, A. (2001). A psycholinguistic approach to word-finding difficulties. In J. Stackhouse & B. Wells (Eds.), Children's speech and literacy difficulties. Book 2: Identification and intervention (pp. 330-365). London: Wiley.
• Denckla, M. B., & Rudel, R. (1974). Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186-202. DOI: 10.1016/0028-3932(76)90075-0.[Crossref][PubMed]
• Denckla, M. B., & Rudel, R. (1976a). Rapid "automatized" naming (R.A.N.): Dyslexia differenciated from other learning disabilities. Neuropsychologia, 1976, 14, 471-179.[Crossref]
• Denckla, M. B., & Rudel, R. (1976b). Naming of objects-drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1-15. DOI: 10.1016/0093934X(76)90001-8.[Crossref]
• Denckla, M. B., & Cutting, L. E. (1999). History and significance of rapid automatized naming. Annals of Dyslexia, 49, 29-42. DOI: 10.1007/s11881-010-0043-8.[Crossref]
• Estonian teachers' 5th professional standard. (2005). Retrieved April 20, 2010, from
• Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, 566-580. DOI: 10.1037/0022-0663.100.3.566.[Crossref]
• German, D. J., & Newman, R. S. (2007). Oral reading skills of children with oral language (word-finding) difficulties. Reading Psychology, 28, 397-442.
• Geschwind, N. (1965). Disconnection syndrome in animals and man. Part I and II. Brain, 88, 237-294, 585-644.[Crossref]
• Goswami, U. (2002). Phonology, reading development and dyslexia: A crosslinguisic perspective. Annals of Dyslexia, 52, 141-163.
• Grigorenko, E. L. (2004). Genetic bases of developmental dyslexia: A capsule review of heritability estimates. Enfance, 3, 273-287.[Crossref]
• Guron, L. M., & Lundberg, I. (2004). Error patterns in word reading among primary school children: A cross-orthographic study. Dyslexia, 10, 44-60.[PubMed][Crossref]
• Heikkilä, R. (2005). Nopea sarjallinen nimeäminen ja sen ühteydet kielellisiin ja eikielellisiin taitoihin - kirjallisuuskatsaus [Rapid serial naming, connection to language and pre-reading skill]. NMI bulletin: Oppimisvaikeuksien erityislehti [NMI bulletin: Learning difficulties] (pp. 15-35). Jyväskylä: Kirjapaino Oma Oy.
• Heikkilä, R., Närhi, V., Aro, M., & Ahonen, T. (2008). Rapid automatized naming and learning disabilities: Does RAN have a specific connection to reading or not? Children's Neuropsychology, 1, 1-16. DOI: 10.1080/09297040802537653.[Crossref]
• Holopainen, L., Ahonen, T., & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401-413.[Crossref]
• Karlep, K. (2003). Kõnearendus. Emakeele abiõpe II [Speech development. Supportive teaching in mother tongue II]. Tartu: Tartu Ülikooli Kirjastus.
• Korhonen, T. (1995). The persistence of rapid naming problems in children with reading disabilities: A nine-year follow-up. Journal of Learning Disabilities, 26, 232-239. DOI: 10.1177/002221949502800405.[Crossref]
• Kukk, A., & Talts, L. (2007). Teachers' self-assessment of their professional skills according to the teachers' professional standard. Journal of Teacher Education for Sustainability, 8, 12-24.
• Laine, M. (1995). Kuvan nimeäminen: kognitiivisen psykologian näkökulma [Naming of pictures from the perspective of cognitive psychology]. Psykologia, 30, 96-100.
• Lehtonen, H. (1993). Lukutaidon kehittyminen ja sen yhteydet nimeämiseen, motivaation ja koulumenestykseen. Akateeminen väitoskirja [Development of reading skills and relations with naming, motivation and educational success]. Unpublished doctoral thesis, University of Tampere, Kalevantie, Finland.
• Luria, A. R. (1962). Võsshije korkovõje funktsii tsheloveka [Higher cortical functions of man]. Moskva: Izdateljstvo Moskovskogo Universiteta.
• Makarevičs, V. (2008). Professional competences of future teachers: Perspective of different evaluators and contexts. Journal of Teacher Education for Sustainability, 10, 68-78.
• Messer, D., & Dockrell, J. E. (2006). Children's naming and word-finding difficulties: Descriptions and explanations. Journal of Speech, Language, and Hearing, 49, 309-324. DOI: 10.1044/1092-4388(2006/025).[Crossref]
• Misra, M., Katzir, T., Wolf, M., & Poldrack, R. A. (2004). Neural systems for rapid automatized naming in skilled readers: Unravelling the RAN-reading relationship. Scientific Studies of Reading, 8, 241-256. DOI: 10.1207/s1532799xssr0803_4.[Crossref]
• Nation, K. (2005). Connections between language and reading in children with poor reading comprehension. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 37-66). Mahwah N. J.: London: Lawrence Erlbaum Associates.
• National law of basic schools and gymnasiums. (2010). Retrieved May 14, 2011, from
• Pandis, M. (2002). Lugemisoskus ja sellega seotud tegurid. Magistritöö [Reading skills and related factors]. Unpublished master's thesis, Tallinn University, Tallinn, Estonia.
• Pastarus, K. (1999). 5-6-aastaste laste lugemisoskuse eelduste uurimine [Reading predictions in 5-6 years old children]. In K. Karlep (Ed.), Töid eripedagoogikast XV [Papers in special education] (pp. 20-33). Tartu: Tartu Ülikooli Kirjastus.
• Puolakanaho, A., Ahonen, T., Aro, M., Eklund, M., Leppänen, P. H. T., Poikkeus, A. M. Tolvanen, A., Torppa, M., & Lyytinen, H. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41, 353-370. DOI: 10.1177/0022219407311747.[Crossref]
• Salmi, P. (2008). Nimeäminen ja lukemisvaikeus. Kehityksen ja kuntoutuksen näkökulma. Akateeminen väitoskirja [Naming and reading difficulties. Development and treatment]. Unpublished doctoral thesis, University of Jyväskylä, Jyväskylä, Finland.
• Samuelsson, S., Byrne, B., Quain, P., Wadsworth, S., Corley, R., DeFries, J. C., Willcutt, E., & Olson, R. (2005). Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States. Journal of Educational Psychology, 97(4), 705-722.[Crossref]
• Savage, R., & Fredricson, N. (2005). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language, 93, 152-159. DOI: 10.1016/j.bandl.2004.09.005.[Crossref]
• Savage, R., Pillay, V., & Melidona, S. (2007). Deconstructing rapid automatized naming: Component processes and the prediction of reading difficulties. Learning and Individual Differencies, 17, 129-146. DOI: 10.1016/j.lindif.2007.04.001.[Crossref]
• Scanavis, C., & Sakellari, M. (2009). Education for sustainable development and hazard preparedness: A key to promote community engagement. 7th International JTEFS/BBCC Conference "Sustainable Development. Culture. Education.". Proceedings (Part 1, pp. 39-48). Daugavpils: Daugavpils University Academic Press "Saule".
• Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81-95. DOI: 10.1007/s11881-008-0013-6.[Crossref]
• Seymour, P. H. K., Aro, M., & Erskine, J. M. (2004). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174. DOI: 10.1348/000712603321661859.[Crossref]
• Shaywitz, S. (2003). Overcoming dyslexia. A new and complete science-based program for reading problems at any level. New York: Alfred A Knopf.
• Stackhouse, J. (2006). Speech and spelling difficulties: What to look for. In M. J. Snowling & J. Stackhouse (Eds.), Dyslexia, speech and language: A practitioner's handbook (pp. 15-35). London and Philadelphia: Whurr Publishers.
• Van der Leij, A., Lyytinen, H., & Zwarts, F. (2001). The study of infant cognitive processes in dyslexia. In A. J. Fawcett (Eds.), Dyslexia: Theory and good practice (pp. 160-181). London: Whurr.
• Waber, D. P., Wolff, P. H., Forbes, P. W., & Weiler, M. D. (2000). Rapid automatized naming in children referred for evaluation of heterogeneous learning problems: How specific are naming speed deficits to reading disability? Child Neuropsychology, 6, 251-261. DOI: 10.1076/chin.6.4.251.3137.[Crossref]
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its casual role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.[Crossref]
• Wolf, M. (1986). Rapid alternating stimulus naming in the developmental dyslexias. Brain and Language, 27, 360-379.[Crossref]
• Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26(2), 123-141.[Crossref]
• Wolf, M. (1999). What time may tell: Towards a new conceptualization of developmental dyslexia. Annals of Dyslexia, 49, 3-28. DOI: 10.1007/s11881-999-0017-x.[Crossref]
• Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91, 1-24.
• Wolf, M., & Denckla, M. B. (2005). RAN/RAS. Rapid automatized and rapid alternating stimulus test. Examiner's manual. Austin, Texas: Pro-Ed.
• Wolf, M., O'Rourke, A. G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdiciplinary Journal, 15, 43-72.
• Wolfe, P., & Nevills, P. (2004). Building the reading brain, PreK-3. California: Corwin Press.

Identifiers

DOI

10.2478/v10099-011-0009-x