Rapid automatized naming and learning disabilities: Does RAN have a specific connection to reading or not?
Heikkilä, R., Närhi, V., Aro, M., & Ahonen, T. (2009). Rapid automatized naming and learning disabilities: Does RAN have a specific connection to reading or not?. Child Neuropsychology, 15 (4), 343-358. doi:10.1080/09297040802537653
Published inChild Neuropsychology
© 2009 Psychology Press, an imprint of the Taylor & Francis Group, an Informa business. This is an electronic final draft version whose final and definitive form has been published in Child Neuropsychology by Psychology Press.
This work is an extension of a study by Waber, Wolff, Forbes, and Weiler (2000) in which the specificity of naming speed deficits to reading disability (RD) was examined. One hundred ninety-three children (ages 8 to 11) evaluated for learning disabilities were studied. It was determined how well rapid automatized naming (RAN) discriminated between different diagnostic groups (learning impaired [LI] with and without RD) from controls and from each other. Whereas Waber et al. concluded that RAN was an excellent tool for detecting risk for learning disabilities in general, the results of the present study point to a more specific connection between RAN and RD.