Response variability in rapid automatized naming predicts reading comprehension

James J. Li, Laurie E. Cutting, Matthew Ryan, Monica Zilioli, Martha B. Denckla, E. Mark Mahone

Research output: Contribution to journalArticle

Abstract

A total of 37 children ages 8 to 14 years, screened for word-reading difficulties (23 with attention-deficit/hyperactivity disorder, ADHD; 14 controls) completed oral reading and rapid automatized naming (RAN) tests. RAN trials were segmented into pause and articulation time and intraindividual variability. There were no group differences on reading or RAN variables. Color- and letter-naming pause times and number-naming articulation time were significant predictors of reading fluency. In contrast, number and letter pause variability were predictors of comprehension. Results support analysis of subcomponents of RAN and add to literature emphasizing intraindividual variability as a marker for response preparation, which has relevance to reading comprehension.

Original languageEnglish (US)
Pages (from-to)877-888
Number of pages12
JournalJournal of Clinical and Experimental Neuropsychology
Volume31
Issue number7
DOIs
StatePublished - Oct 1 2009

Keywords

  • Attention-deficit/hyperactivity disorder
  • Comprehension
  • Dyslexia
  • Executive function
  • Reading
  • Variability

ASJC Scopus subject areas

  • Clinical Psychology
  • Neurology
  • Clinical Neurology

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