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

Authors:
Elizabeth S Norton
Elizabeth S Norton
Massachusetts Institute of Technology
United States
Maryanne Wolf
Maryanne Wolf
Georgia State University
United States

Annu Rev Psychol 2012 11;63:427-52. Epub 2011 Aug 11.

Center for Reading and Language Research, Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts 02155, USA.

Fluent reading depends on a complex set of cognitive processes that must work together in perfect concert. Rapid automatized naming (RAN) tasks provide insight into this system, acting as a microcosm of the processes involved in reading. In this review, we examine both RAN and reading fluency and how each has shaped our understanding of reading disabilities. We explore the research that led to our current understanding of the relationships between RAN and reading and what makes RAN unique as a cognitive measure. We explore how the automaticity that supports RAN affects reading across development, reading abilities, and languages, and the biological bases of these processes. Finally, we bring these converging areas of knowledge together by examining what the collective studies of RAN and reading fluency contribute to our goals of creating optimal assessments and interventions that help every child become a fluent, comprehending reader.

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Source
http://www.annualreviews.org/doi/10.1146/annurev-psych-12071
Publisher Site
http://dx.doi.org/10.1146/annurev-psych-120710-100431DOI Listing

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April 2012
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