Rapid automatized naming in early literacy

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Published: Aug 13, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v3.1465
Keywords:
RAN early literacy structural model

Main Article Content

Roberta Ceccato
Associate professor at International University of Valencia (VIU)
Mª Dolores Gil Lario
University of Valencia. General Studi
Mª Isabel Marí Sanmillán
CEU Cardenal Herrera University. Castellón

Abstract

Although the relation between Rapid Automatized Naming (RAN) and Reading is clear, there is
no a standardized test to measure the speed of naming in early literacy. The aim is to explore and confirm the factorial structure of the RAN test developed by Wolf and Denkla (2003) in children. RAN test was administred to 442 children aged 4-5 years. Results highlighted two factors: a “nonalphanumeric components” factor which includes “RAN colors” and “RAN images” and an “alphanumeric components” factor which collects “RAN letters” and “ RAN numbers”. Moreover, results highlighted a gradual shift of weight that each component of the test has in the two analyzed years and a consequent reduction in the discrimination ability of the test. In conclusion, this study not only allows to analyze the structure of the instrument “RAN”, but also describes how the speed of naming works over the early literacy.

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How to Cite
Ceccato, R., Gil Lario, M. D., & Marí Sanmillán, M. I. (2019). Rapid automatized naming in early literacy. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 167–176. https://doi.org/10.17060/ijodaep.2019.n1.v3.1465
Issue
Vol. 3 No. 1 (2019): Educational Psychology and Primary Knowledge
Section
Articles
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Author Biographies

Roberta Ceccato, Associate professor at International University of Valencia (VIU)

Profesora Departamento de Psicología y Antropología

Facultad de Educación
Universidad de Extremadura

Mª Dolores Gil Lario, University of Valencia. General Studi

Department of Evolutionary Psychology and Education University of Valencia. General Studi

Mª Isabel Marí Sanmillán, CEU Cardenal Herrera University. Castellón

Department of Education Sciences

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