How Does Rapid Automatized Naming (RAN) Correlate with Measures of Reading Fluency in Arabic
Author(s)
Raphiq Ibrahim*
Affiliation(s)
Edmond J. Safra Brain Research Center & Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Edmond J. Safra Brain Research Center & Department of Learning Disabilities, University of Haifa, Haifa, Israel.
ABSTRACT
The main goal of this study was to investigate the relationship between naming speed and reading in Arabic language. For this purpose, Arabic-speaking children of third and fifth grades were given a battery of tests including two measures of naming speed and a test of pseudo-word reading and single word reading. Correlations analyses were carried out to explore this relationship. The result of this study revealed a significant relationship between naming speed measures and fluency. This suggests that naming speed ability is a key component in reading acquisition in Arabic and this was discussed with regard to the cross-linguistic research literature as well as the specific features of Arabic language.
The main goal of this study was to investigate the relationship between naming speed and reading in Arabic language. For this purpose, Arabic-speaking children of third and fifth grades were given a battery of tests including two measures of naming speed and a test of pseudo-word reading and single word reading. Correlations analyses were carried out to explore this relationship. The result of this study revealed a significant relationship between naming speed measures and fluency. This suggests that naming speed ability is a key component in reading acquisition in Arabic and this was discussed with regard to the cross-linguistic research literature as well as the specific features of Arabic language.
Cite this paper
Ibrahim, R. (2015). How Does Rapid Automatized Naming (RAN) Correlate with Measures of Reading Fluency in Arabic. Psychology, 6, 269-277. doi: 10.4236/psych.2015.63027.
Ibrahim, R. (2015). How Does Rapid Automatized Naming (RAN) Correlate with Measures of Reading Fluency in Arabic. Psychology, 6, 269-277. doi: 10.4236/psych.2015.63027.
References
[1] Abu-Rabia, S. (2000). Effects of Exposure to Literary Arabic on Reading Comprehension in a Diglossic Situation. Reading and Writing: An Interdisciplinary Journal, 13, 147-157.
http://dx.doi.org/10.1023/A:1008133701024 [2] Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language and Culture and Curriculum, 9, 243-252.
http://dx.doi.org/10.1080/07908319609525233 [3] Azzam, R. (1993). The Nature of Arabic Reading and Spelling Errors of Young Children. Reading and Writing, 5, 355-385.
http://dx.doi.org/10.1007/BF01043112 [4] Badian, N. A. (1997). Dyslexia and the Double Deficit Hypothesis. Annals of Dyslexia, 47, 69-88.
http://dx.doi.org/10.1007/s11881-997-0021-y [5] Bowers, P. G., & Swanson, L. B. (1991). Naming Speed Deficits in Reading Disability: Multiple Measures if a Singular Process. Journal of Experimental Child Psychology, 51, 195-219.
http://dx.doi.org/10.1016/0022-0965(91)90032-N [6] Bowers, P. G., & Wolf, M. (1993). Theoretical Links among Naming Speed, Precise Timing Mechanisms, and Orthographic Skill in Dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
http://dx.doi.org/10.1007/BF01026919 [7] Breznitz, Z. (2006). Fluency in Reading: Synchronization of Processes. New Jersey, NJ: Lawrence Erlbaum Associates. [8] Denckla, M. B., & Rudel, R. G. (1974). Rapid Automatized Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children. Cortex, 10, 186-202.
http://dx.doi.org/10.1016/S0010-9452(74)80009-2 [9] Denckla, M. B., & Rudel, R. G. (1976a). Naming of Objects by Dyslexic and Other Learning Disabled Children. Brain and language, 3, 1-15.
http://dx.doi.org/10.1016/0093-934X(76)90001-8 [10] Denckla, M. B., & Rudel, R. G. (1976b). Rapid Automatized Naming (R.A.N): Dyslexia Differentiated from Other Learning Disabilities. Neuropsychologia, 14, 471-479.
http://dx.doi.org/10.1016/0028-3932(76)90075-0 [11] Escribano, C. L., & Katzir, T. (2008). Are Phonological Processes Separate from Naming Speed in a Shallow Orthography? Education and Psychology, 6, 641-666. [12] Everatt, J., & Zabell, C. (2002). Surface and Phonological Subtypes of Adult Dyslexia. Dyslexia, 8, 160-177.
http://dx.doi.org/10.1002/dys.223 [13] Farmer, M. E., & Klein, R. M. (1995). The Evidence for Temporal Processing Deficit Linked to Dyslexia: A Review. Psychonomic Society, 2, 460-493.
http://dx.doi.org/10.3758/BF03210983 [14] Ferguson, C. A. (1959). Diglossia. Word, 14, 47-56. [15] Frost, R. (2005). Orthographic Systems and Skilled Word Recognition Processes in Reading. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 272-295). Oxford: Blackwell.
http://dx.doi.org/10.1002/9780470757642.ch15 [16] Geshwind, N. (1972). Language and the Brain. Scientific American, 226, 76-83.
http://dx.doi.org/10.1038/scientificamerican0472-76 [17] Greene, B. A., & Royer, J. M. (1994). A Developmental Review of Response Time Data That Support a Cognitive Components Model of Reading. Educational Psychology Review, 6, 141-172.
http://dx.doi.org/10.1007/BF02208971 [18] Ibrahim, R. (2009). The Cognitive Basis of Diglossia in Arabic: Evidence from Repetition Priming Study within and between Languages. Psychology Research and Behavior Management, 12, 95-105. [19] Jimenez, E. J., Hernandez, V. I., Rodriguez, C., Guzman, R., Diaz, A., & Ortiz, R. (2008). The Double-Deficit Hypothesis in Spanish Developmental Dyslexia. Top Lang Disorders, 28, 46-60.
http://dx.doi.org/10.1097/01.adt.0000311415.69966.76 [20] Katzir, T., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading Fluency: The Whole Is More than the Parts. Annals of Dyslexia, 56, 51-82.
http://dx.doi.org/10.1007/s11881-006-0003-5 [21] Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining Dyslexia, Comorbidity, Teacher’s Knowledge of Language and Reading: A Definition of Dyslexia. Annals of Dyslexia, 53, 1-14.
http://dx.doi.org/10.1007/s11881-003-0001-9 [22] Meyer, M. S., & Felton, R. H. (1999). Repeated Reading to Enhance Fluency: Old Approaches and New Direction. Annuals of Dyslexia, 49, 283-306.
http://dx.doi.org/10.1007/s11881-999-0027-8 [23] Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998). Longitudinal Course of Rapid Naming in Disabled and Nondisabled Readers. Annuals of Dyslexia, 48, 91-114.
http://dx.doi.org/10.1007/s11881-998-0005-6 [24] Perfetti, C. A. (1977). Language Comprehension and Fast Decoding: Some Psycholinguistic Prerequisites for Skilled Reading Comprehension. In J. T. Guthrie (Ed.), Cognition, Curriculum and Comprehension (pp. 20-41). Newark, DE: International Reading Association. [25] Perfetti, C. A., Finger, E., & Hogaboam, T. W. (1978). Sources of Vocalization Latency Differences between Skilled and Less Skilled Young Readers. Journal of Educational Psychology, 70, 730-739.
http://dx.doi.org/10.1037/0022-0663.70.5.730 [26] Saiegh-Haddad, E. (2005). Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors. Reading and Writing: An Interdisciplinary Journal, 18, 559-582.
http://dx.doi.org/10.1007/s11145-005-3180-4 [27] Scarborough, H. S. (1998a). Early Identification of Children at Risk for Reading Disabilities: Phonological Awareness and Some Other Promising Predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific Reading Disability: A View of the Spectrum (pp. 75-119). Timonium, MD: York Press. [28] Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation Literacy Acquisition in European Orthographies. British Journal of Psychology, 94, 143-174.
http://dx.doi.org/10.1348/000712603321661859 [29] Share, D. L. (2008). On the Anglocentricities of Current Reading Research Practice: The Perils of Over-Reliance on an “Outlier” Orthography. Psychological Bulletin, 134, 584-615.
http://dx.doi.org/10.1037/0033-2909.134.4.584 [30] Share, D. L., & Leiken, M. (2004). Language Impairment at School Entry and Later Reading Disability: Connections at Lexical versus Supralexical Levels of Reading. Scientific studies of Reading, 8, 87-110.
http://dx.doi.org/10.1207/s1532799xssr0801_5 [31] Smythe, I., Everatt, J., & Salter, R. (Eds.) (2004). The International Book of Dyslexia. London: Wiley. [32] Swanson, L. B. (1989). Analyzing Naming Speed-Reading Relationships in Children. Unpublished Doctoral Dissertation, Waterloo, Ontario: University of Waterloo. [33] Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S., Schreiner, C., Jenkins, W., & Merzenich, M. (1996). Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech. Science, 271, 81-84.
http://dx.doi.org/10.1126/science.271.5245.81 [34] Van den Bos, K. P. (1998). IQ, Phonological Awareness and Continuous-Naming Speed Related to Dutch Poor Decoding Children’s Performance on Two Word Identification Tests. Dyslexia, 4, 73-89.
http://dx.doi.org/10.1002/(SICI)1099-0909(199806)4:2<73::AID-DYS104>3.0.CO;2-# [35] Van den Bos, K. P., Zijlstra, B. J. H., & Spelberg, H. C. (2002). Life Span Data on Continuous Naming Speeds of Numbers, Letters, Colors, and Pictured Objects, and Word Reading Speed. Scientific Studies of Reading, 6, 25-49.
http://dx.doi.org/10.1207/S1532799XSSR0601_02 [36] Wagner, R. K., & Torgensen, J. K. (1987). The Nature of Phonological Processing and Its Causal Role in the Acquisition of Reading Skills. Psychological Bulletin, 101, 192-212.
http://dx.doi.org/10.1037/0033-2909.101.2.192 [37] Wagner, R. K., Laughon, P. L., Simmons, K., & Rashotte, C. A. (1993). Development of Young Readers’ Phonological Processing Abilities. Journal of Educational Psychology, 85, 83-103.
http://dx.doi.org/10.1037/0022-0663.85.1.83 [38] Wimmer, H. (1993). Characteristics of Developmental Dyslexia in a Regular Writing System. Applied Psycholinguistics, 14, 1-34.
http://dx.doi.org/10.1017/S0142716400010122 [39] Wimmer, H., Mayringer, H., & Landerl, K. (2000). The Double-Deficit Hypothesis and Difficulties in Learning to Read a Regular Orthography. Journal of Educational Psychology, 92, 668-680.
http://dx.doi.org/10.1037/0022-0663.92.4.668 [40] Wolf, M., & Bowers, P. (1999). The Question of Naming-Speed Deficits in Developmental Reading Disabilities: An Introduction to the Double-Deficit Hypothesis. Journal of Educational Psychology, 19, 1-24. [41] Wolf, M., O’Rourke, A. G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The Second Deficit: An Investigation of the Independence of Phonological and Naming-Speed Deficits in Developmental Dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43-72.
http://dx.doi.org/10.1023/A:1013816320290 [42] Yap, L. R., & Van der Leij. (1994). Word Processing Dyslexics. An Automatic Decoding Deficit? Reading and Writing, 5, 261-279.
http://dx.doi.org/10.1007/BF01027391 [43] Zeigler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131, 3-29.
http://dx.doi.org/10.1037/0033-2909.131.1.3
[1] Abu-Rabia, S. (2000). Effects of Exposure to Literary Arabic on Reading Comprehension in a Diglossic Situation. Reading and Writing: An Interdisciplinary Journal, 13, 147-157.
http://dx.doi.org/10.1023/A:1008133701024 [2] Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language and Culture and Curriculum, 9, 243-252.
http://dx.doi.org/10.1080/07908319609525233 [3] Azzam, R. (1993). The Nature of Arabic Reading and Spelling Errors of Young Children. Reading and Writing, 5, 355-385.
http://dx.doi.org/10.1007/BF01043112 [4] Badian, N. A. (1997). Dyslexia and the Double Deficit Hypothesis. Annals of Dyslexia, 47, 69-88.
http://dx.doi.org/10.1007/s11881-997-0021-y [5] Bowers, P. G., & Swanson, L. B. (1991). Naming Speed Deficits in Reading Disability: Multiple Measures if a Singular Process. Journal of Experimental Child Psychology, 51, 195-219.
http://dx.doi.org/10.1016/0022-0965(91)90032-N [6] Bowers, P. G., & Wolf, M. (1993). Theoretical Links among Naming Speed, Precise Timing Mechanisms, and Orthographic Skill in Dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
http://dx.doi.org/10.1007/BF01026919 [7] Breznitz, Z. (2006). Fluency in Reading: Synchronization of Processes. New Jersey, NJ: Lawrence Erlbaum Associates. [8] Denckla, M. B., & Rudel, R. G. (1974). Rapid Automatized Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children. Cortex, 10, 186-202.
http://dx.doi.org/10.1016/S0010-9452(74)80009-2 [9] Denckla, M. B., & Rudel, R. G. (1976a). Naming of Objects by Dyslexic and Other Learning Disabled Children. Brain and language, 3, 1-15.
http://dx.doi.org/10.1016/0093-934X(76)90001-8 [10] Denckla, M. B., & Rudel, R. G. (1976b). Rapid Automatized Naming (R.A.N): Dyslexia Differentiated from Other Learning Disabilities. Neuropsychologia, 14, 471-479.
http://dx.doi.org/10.1016/0028-3932(76)90075-0 [11] Escribano, C. L., & Katzir, T. (2008). Are Phonological Processes Separate from Naming Speed in a Shallow Orthography? Education and Psychology, 6, 641-666. [12] Everatt, J., & Zabell, C. (2002). Surface and Phonological Subtypes of Adult Dyslexia. Dyslexia, 8, 160-177.
http://dx.doi.org/10.1002/dys.223 [13] Farmer, M. E., & Klein, R. M. (1995). The Evidence for Temporal Processing Deficit Linked to Dyslexia: A Review. Psychonomic Society, 2, 460-493.
http://dx.doi.org/10.3758/BF03210983 [14] Ferguson, C. A. (1959). Diglossia. Word, 14, 47-56. [15] Frost, R. (2005). Orthographic Systems and Skilled Word Recognition Processes in Reading. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 272-295). Oxford: Blackwell.
http://dx.doi.org/10.1002/9780470757642.ch15 [16] Geshwind, N. (1972). Language and the Brain. Scientific American, 226, 76-83.
http://dx.doi.org/10.1038/scientificamerican0472-76 [17] Greene, B. A., & Royer, J. M. (1994). A Developmental Review of Response Time Data That Support a Cognitive Components Model of Reading. Educational Psychology Review, 6, 141-172.
http://dx.doi.org/10.1007/BF02208971 [18] Ibrahim, R. (2009). The Cognitive Basis of Diglossia in Arabic: Evidence from Repetition Priming Study within and between Languages. Psychology Research and Behavior Management, 12, 95-105. [19] Jimenez, E. J., Hernandez, V. I., Rodriguez, C., Guzman, R., Diaz, A., & Ortiz, R. (2008). The Double-Deficit Hypothesis in Spanish Developmental Dyslexia. Top Lang Disorders, 28, 46-60.
http://dx.doi.org/10.1097/01.adt.0000311415.69966.76 [20] Katzir, T., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading Fluency: The Whole Is More than the Parts. Annals of Dyslexia, 56, 51-82.
http://dx.doi.org/10.1007/s11881-006-0003-5 [21] Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining Dyslexia, Comorbidity, Teacher’s Knowledge of Language and Reading: A Definition of Dyslexia. Annals of Dyslexia, 53, 1-14.
http://dx.doi.org/10.1007/s11881-003-0001-9 [22] Meyer, M. S., & Felton, R. H. (1999). Repeated Reading to Enhance Fluency: Old Approaches and New Direction. Annuals of Dyslexia, 49, 283-306.
http://dx.doi.org/10.1007/s11881-999-0027-8 [23] Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998). Longitudinal Course of Rapid Naming in Disabled and Nondisabled Readers. Annuals of Dyslexia, 48, 91-114.
http://dx.doi.org/10.1007/s11881-998-0005-6 [24] Perfetti, C. A. (1977). Language Comprehension and Fast Decoding: Some Psycholinguistic Prerequisites for Skilled Reading Comprehension. In J. T. Guthrie (Ed.), Cognition, Curriculum and Comprehension (pp. 20-41). Newark, DE: International Reading Association. [25] Perfetti, C. A., Finger, E., & Hogaboam, T. W. (1978). Sources of Vocalization Latency Differences between Skilled and Less Skilled Young Readers. Journal of Educational Psychology, 70, 730-739.
http://dx.doi.org/10.1037/0022-0663.70.5.730 [26] Saiegh-Haddad, E. (2005). Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors. Reading and Writing: An Interdisciplinary Journal, 18, 559-582.
http://dx.doi.org/10.1007/s11145-005-3180-4 [27] Scarborough, H. S. (1998a). Early Identification of Children at Risk for Reading Disabilities: Phonological Awareness and Some Other Promising Predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific Reading Disability: A View of the Spectrum (pp. 75-119). Timonium, MD: York Press. [28] Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation Literacy Acquisition in European Orthographies. British Journal of Psychology, 94, 143-174.
http://dx.doi.org/10.1348/000712603321661859 [29] Share, D. L. (2008). On the Anglocentricities of Current Reading Research Practice: The Perils of Over-Reliance on an “Outlier” Orthography. Psychological Bulletin, 134, 584-615.
http://dx.doi.org/10.1037/0033-2909.134.4.584 [30] Share, D. L., & Leiken, M. (2004). Language Impairment at School Entry and Later Reading Disability: Connections at Lexical versus Supralexical Levels of Reading. Scientific studies of Reading, 8, 87-110.
http://dx.doi.org/10.1207/s1532799xssr0801_5 [31] Smythe, I., Everatt, J., & Salter, R. (Eds.) (2004). The International Book of Dyslexia. London: Wiley. [32] Swanson, L. B. (1989). Analyzing Naming Speed-Reading Relationships in Children. Unpublished Doctoral Dissertation, Waterloo, Ontario: University of Waterloo. [33] Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S., Schreiner, C., Jenkins, W., & Merzenich, M. (1996). Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech. Science, 271, 81-84.
http://dx.doi.org/10.1126/science.271.5245.81 [34] Van den Bos, K. P. (1998). IQ, Phonological Awareness and Continuous-Naming Speed Related to Dutch Poor Decoding Children’s Performance on Two Word Identification Tests. Dyslexia, 4, 73-89.
http://dx.doi.org/10.1002/(SICI)1099-0909(199806)4:2<73::AID-DYS104>3.0.CO;2-# [35] Van den Bos, K. P., Zijlstra, B. J. H., & Spelberg, H. C. (2002). Life Span Data on Continuous Naming Speeds of Numbers, Letters, Colors, and Pictured Objects, and Word Reading Speed. Scientific Studies of Reading, 6, 25-49.
http://dx.doi.org/10.1207/S1532799XSSR0601_02 [36] Wagner, R. K., & Torgensen, J. K. (1987). The Nature of Phonological Processing and Its Causal Role in the Acquisition of Reading Skills. Psychological Bulletin, 101, 192-212.
http://dx.doi.org/10.1037/0033-2909.101.2.192 [37] Wagner, R. K., Laughon, P. L., Simmons, K., & Rashotte, C. A. (1993). Development of Young Readers’ Phonological Processing Abilities. Journal of Educational Psychology, 85, 83-103.
http://dx.doi.org/10.1037/0022-0663.85.1.83 [38] Wimmer, H. (1993). Characteristics of Developmental Dyslexia in a Regular Writing System. Applied Psycholinguistics, 14, 1-34.
http://dx.doi.org/10.1017/S0142716400010122 [39] Wimmer, H., Mayringer, H., & Landerl, K. (2000). The Double-Deficit Hypothesis and Difficulties in Learning to Read a Regular Orthography. Journal of Educational Psychology, 92, 668-680.
http://dx.doi.org/10.1037/0022-0663.92.4.668 [40] Wolf, M., & Bowers, P. (1999). The Question of Naming-Speed Deficits in Developmental Reading Disabilities: An Introduction to the Double-Deficit Hypothesis. Journal of Educational Psychology, 19, 1-24. [41] Wolf, M., O’Rourke, A. G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The Second Deficit: An Investigation of the Independence of Phonological and Naming-Speed Deficits in Developmental Dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43-72.
http://dx.doi.org/10.1023/A:1013816320290 [42] Yap, L. R., & Van der Leij. (1994). Word Processing Dyslexics. An Automatic Decoding Deficit? Reading and Writing, 5, 261-279.
http://dx.doi.org/10.1007/BF01027391 [43] Zeigler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131, 3-29.
http://dx.doi.org/10.1037/0033-2909.131.1.3