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Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children
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Carioti, Desiré; Stucchi, Natale; Toneatto, Carlo; Masia, Marta Franca; Broccoli, Martina; Carbonari, Sara; Travellini, Simona; Del Monte, Milena; Riccioni, Roberta; Marcelli, Antonella; Vernice, Mirta; Guasti, Maria Teresa; Berlingeri, Manuela
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In: Front Psychol (2022)
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Abstract:
Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2022.783775
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9021430/
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Timing anticipation in adults and children with Developmental Dyslexia: evidence of an inefficient mechanism
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In: Sci Rep (2020)
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Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents
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Language, Reading, and Motor Control: Get Rhythm!
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In: BIOLINGUISTICS; Vol. 11 (2017): Special Issue—50 Years Later: A Tribute to Eric Lenneberg’s Biological Foundations of Language; 395-406 ; 1450-3417 (2018)
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