Risk for Reading Difficulties in Pre-School Age: Identification and Assessment Using Rapid Automated...

Risk for Reading Difficulties in Pre-School Age: Identification and Assessment Using Rapid Automated Naming (RAN)

TestsKadi Lukanenok

Tallinn University28. 08. - 1. 09. 2007 Prague

17th EECERA Annual Conference

Exploring Vygotsky`s Ideas: Grossing Borders

Content

• theoretical aspects of RAN concept

• current research

• L.S. Vygotsky`s ideas and the current presentation and research

Theoretical aspects 1• proficient reading skills, early identification of

reading difficulties

• rapid automated naming (RAN) - the ability to rapidly identify and say serially presented stimulus and move quickly to the next stimulus

• relevant criteria: semantic, phonological accuracy, speed, fluency

• rapid automated serial naming (RAN, RAS, RSN

Theoretical aspects 2

• RAN difficulties: problems in word finding, word retrieval and producing processes and/or slow naming speed

• the connection between RAN tasks in early years and further reading skills - difficulties in RAN skills may lead to reading difficulties or at-risk

• pure readers tends to show slower results and more mistakes in RAN tasks

Theoretical aspects 3

• RAN skills assessment and difficulties identification in preschool age

• children with specific language impairment (SLI) as at-risk group for reading difficulties/dyslexia

RAN Tests 1• the task is to name all the stimulus by the

given order

• consists of 4 – 8 subtests /sheets

• easy to identify stimulus: letters, colours, numbers, pictures, mixed

• criteria: semantic accuracy, phonological accuracy, speed and fluency

• task groups: children, adolescents, adults

• easy to use

RAN Tests 2

• Rapid Automated Naming Test (RANT), Think Track Charts, Comprehensive Test of Phonological Processing (CTOPP)

• Nopean Sarjallisen Nimeämisen Testi (Ahonen, Tuovinen, Leppäsaari 2003) - prototype test for the current research

Current research (1)1. aims:

- to investigate Estonian speaking children`s

RAN skills

- to explore connections between RAN skills and reading difficulties

- to adapt the Finnish version of RAN test into Estonian language

2. method: longitudional research 2006-2009

Current research (2)

2. sample - approximately 600 children in ages 6-9 from different cities and counties in Estonia

3. groups - 1. main group, 2. children with SLI, 3. control group

4. test – consists of six subtests: colours, letters, numbers, pictures, numbers and letters, numbers and letters and colours mixed


5. measures: self-corrected mistakes, uncorrected mistakes, time

6. mistakes: wrong stimulus, repeated stimulus, omission, returning


5. the 1st year research:

1. to investigate RAN skills of Estonian speaking children in the age of 6 – 7

2. to find out main and relevant differences in RAN skills of children with and without SLI

3. main group children (MG) n=454, children with SLI (SLI) n=54

RESULTS (1) accounted subtests

ACCOUNTED SUBTESTS %, MG n=454, SLI n=54

0.00

20.00

40.00

60.00

80.00

100.00

120.00

MG 99.12 91.85 94.27 99.56 88.11 87.89

SLI 98.65 83.78 85.14 100.00 78.38 75.68

1 2 3 4 5 6

RESULTS (2): timeTIME: means (sec)

0

20

40

60

80

100

120

MG 73,86 67,08 55,8 73,14 79,38 83,16

SLI 86,22 85,2 68,64 92,22 95,64 97,56

colors numbers letters objectsnumbers and

letterscolors, numbers

and letters

RESULTS (3): mistakes (mean): non-corr, self-corr, sum MG n=4545SLI n=54

1 colors non-corr 0.8 0.9self-corr 0.9 1.2sum 1.8 2.1self-corr% 53.2 57.9

2 numbers non-corr 1.7 4.9self-corr 0.8 1.1sum 2.5 6.0self-corr% 31.8 19.1

3 letters non-corr 1.8 4.9self-corr 0.7 1.1sum 2.6 6.0self-corr% 25.4 19.1

4 objects non-corr 1.3 1.9self-corr 1.5 2.0sum 2.8 4.0self-corr% 54.4 50.0

5 numbers non-corr 2.3 7.7and letters self-corr 1.2 1.4

sum 3.4 9.1self-corr% 35.5 15.6

6 colors, non-corr 1.9 5.9numbers and letters self-corr 1.2 1.1

sum 3.1 7.0self-corr% 39.2 16.3

MISTAKES (mean): non-corr, self-corr, sum

MG n=454 SLI n=541. colors non-corr 0,8 0,9

self-corr 0,9 1,2sum 1,8 2,1self-corr% 53,2 57,9

2. no-s non-corr 1,7 4,9self-corr 0,8 1,1sum 2,5 6,0self-corr% 31,8 19,1


MG n=454 SLI n=54

3. letters non-corr 1,8 4,9self-corr 0,7 1,1

sum 2,6 6,0self-corr% 25,4 19,1

4. objects non-corr 1,3 1,9self-corr 1,5 2,0sum 2,8 4,0self-corr% 54,4 50,0


MG n=454 SLI n=545 numbers non-corr 2,3 7,7 - letters self-corr 1,2 1,4

sum 3,4 9,1self-corr% 35,5 15,6

6 colors - non-corr 1,9 5,9numbers - self-corr 1,2 1,1letters sum 3,1 7,0

self-corr% 39,2 16,3

Conclusions, discussion

• notable differences are found between MG and SLI in time and amount of mistakes •further statistical analyses are needed• further investigations are needed:

- the 2nd year research- reading test

The current research and presentation include Vygotsky`s ideas in following:

• optimal periods and higher optimal limitations in learning: learning to speak learning to read

• the mediative role of speech and language in the process of children`s practical intellect

• children with developmental problems (difficulties) could benefit early intervention treatments: primary and secondary difficulties

• great importance to start from the children`s capabilities

• disable is not a tragedy, it is an occasion to provoke tragedy

• Comments? Questions?

• e-mail: [email protected]

• Thank you!

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