Rapid automatized naming in early literacy

  1. Ceccato, Roberta 1
  2. Gil Lario, Mª Dolores 2
  3. Marí Sanmillán, Mª Isabel 3
  1. 1 Universidad de Extremadura
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    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 University of Valencia. General Studi
  3. 3 CEU Cardenal Herrera University. Castellón
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Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2019

Título del ejemplar: Psicología de la Educación y Saberes Originarios

Volumen: 3

Número: 1

Páginas: 167-176

Tipo: Artículo

DOI: 10.17060/IJODAEP.2019.N1.V3.1465 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

Although the relation between Rapid Automatized Naming (RAN) and Reading is clear, there isno 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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