RAN Tests Based on Inhibitory Control: A Study on its Concurrent and Predictive Validity
- María Pilar Sellés Nohales Universidad Católica de Valencia
- Tomás Martínez Giménez University of Valencia https://orcid.org/0000-0001-6165-9085
Abstract
Although Rapid Automatized Naming (RAN) has been repeatedly shown to be related to reading access and development, the nature of this link has not yet been clearly established. Currently, executive functions, especially inhibitory control, are considered as one of the possible explanatory factors of this relationship. This has led to the emergence of new RAN proposals, with a greater demand for inhibitory control during execution. However, there are still few studies that have used this type of RAN, especially in pre-reading students, and data on the validity of these new tests are lacking. To analyze the concurrent and predictive validity of this test, a longitudinal study was conducted involving 82 4-year-old girls and boys. At time 1, they completed two RAN tests: one that demanded greater inhibitory control and a traditional (non-alphanumeric) one. At time 2, two years later, the same group of students were assessed on different reading measures. The results show that the RAN Inhibition has a good predictive validity for reading, especially in word decoding. It is superior in several aspects to traditional RAN tests, with which, however, it has shown a moderate concurrent validity. This also seems to support the hypothesis that inhibitory control could be a new explanatory factor in the relationship between RAN and reading.
Author Biography
Licenciado en Psicología en 1993 con premio extraordinario de licenciatura, becario de investigación (FPI) 1995-1997, doctorado en psicología en 2001, con cum laude y profesor del departamento de Psicología Evolutiva y de la Educación en la Universitat de Valencia desde 1998, ORCID: 0000-0001-6165-9085.
Perteneciente a la ERI Lectura de la Universitat de Valencia desde la que hemos desarrollado múltiples proyectos de investigación y contratos con empresas relacionados funamentalmente con las Dificultades de Aprendizaje en lectura su Intervención y Evaluación. En el plano de investigación posee dos sexenios de investigación y ha desarrollado numerosas pruebas, tanto en papel y lápiz como informatizadas orientada a detectar problemas en la lectura y comprensión de textos de niños y adolescentes y fue director del proyecto de investigación que concluyo con la elaboración de La Batería Inicial de Lectura 3-6. Ha sido miembro investigador de 6 proyectos I+D desde 1995 y siendo Investigador Principal en uno de ellos, destacando su participación como investigador en un proyecto PROMETEO para grupos de excelencia. En todos los proyectos la temática central desarrollado ha sido la lectura y el desarrollo de materiales tecnológicos de evaluación e intervención. Como investigador ha dirigido tres tesis doctorales, dos de ellas con mención internacional, ha participado en las elaboración de varios capítulos internacionales en manuales relacionados con la sistematización de conocimientos en el ámbito de la comprensión lectora y ha participado en numerosos congresos internacionales. En su curriculum cuenta con numerosas publicaciones internacionales de reconocido prestigio. En la actualidad posee un Índice H de 8 en Scopus y Web of Science.
References
Altani, A., Protopapas, A. y Georgiou, G.K. (2017). The contribution of executive functions to the naming of digits, objects, and words. Reading and Writing, 30(1), 121–141. https://doi.org/10.1007/s11145-016-9666-4 DOI: https://doi.org/10.1007/s11145-016-9666-4
Altemeier, L.E., Abbott, R.D. y Berninger, V.W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30 (5), 588–606. https://doi.org/10.1080/13803390701562818 DOI: https://doi.org/10.1080/13803390701562818
Araújo, S., Reis, A., Petersson, K.M. y Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/10.1037/EDU0000006 DOI: https://doi.org/10.1037/edu0000006
Areces, D., Rodríguez Pérez, C., González-Castro, P., García, T. y Cueli, M. (2017). La velocidad de denominación y su efecto en variables atencionales y errores de lectoescritura en función del diagnóstico. Anales de Psicología, 33(2), 301–310. https://doi.org/10.6018/ANALESPS.33.2.239091 DOI: https://doi.org/10.6018/analesps.33.2.239091
Arrington, C.N., Kulesz, P.A., Francis, D.J., Fletcher, J.M. y Barnes, M.A. (2014). The contribution of attention control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325– 346. https://doi.org/10.1080/10888438.2014.902461 DOI: https://doi.org/10.1080/10888438.2014.902461
Bari, A., y Robbins, T. W. (2013). Inhibition and impulsivity: behavioral and neural basis of response control. Progress in Neurobiology, 108, 44–79. https://doi.org/10.1016/j.pneurobio.2013.06.005 DOI: https://doi.org/10.1016/j.pneurobio.2013.06.005
Bental, B. y Tirosh, E. (2007). The relationship between attention, executive functions, and reading domain skills in attention-deficit/hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 48(5), 455–463. https://doi.org/10.1111/J.1469-7610.2006.01710.X DOI: https://doi.org/10.1111/j.1469-7610.2006.01710.x
Bexkens, A., Van Den Wildenberg, W.P.M. y Tijms, J. (2015). Rapid automatized naming in children with dyslexia: Is inhibitory control involved? Dyslexia, 21(3), 212–234. https://doi.org/10.1002/DYS.1487 DOI: https://doi.org/10.1002/dys.1487
Blachman, B.A. (1984). The relationship between rapid naming ability and language analysis skills with reading performance in kindergarten and first grade. Journal of Educational Psychology, 76(4), 610–622. https://doi.org/10.1037/0022-0663.76.4.610 DOI: https://doi.org/10.1037//0022-0663.76.4.610
Blair, C. y Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. DOI: https://doi.org/10.1111/j.1467-8624.2007.01019.x
Booth, J.N., Boyle, J.M.E. y Kelly, S.W. (2014). The relationship between inhibition and working memory in predicting children's reading difficulties. Journal of Research in Reading, 37(1), 84–10. https://doi.org/10.1111/1467-9817.12011 DOI: https://doi.org/10.1111/1467-9817.12011
Bowey, J.A., McGuigan, M. y Ruschena, A. (2005). On the association between serial naming speed of letters and digits and word reading ability: towards a developmental explanation. Journal of Research in Reading, 28(4), 400–422. https://doi.org/10.1111/J.1467-9817.2005.00278.X DOI: https://doi.org/10.1111/j.1467-9817.2005.00278.x
Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L. y Grimm, K. J. (2009). The contributions of ‘‘hot’’ and ‘‘cool’’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337-349. DOI: https://doi.org/10.1016/j.ecresq.2009.06.001
Cartwright, K.B. (2012). Perspectives from cognitive neuroscience: The importance of executive function for early reading development and education. Early Childhood Education and Development, 23(1), 24–36. https://doi.org/10.1080/10409289.2011.615025 DOI: https://doi.org/10.1080/10409289.2011.615025
Chan, J.S. y Wade-Woolley, L. (2018). Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability. Journal of Research in Reading, 41(1), 42–57. https://doi.org/10.1111/1467-9817.12083 DOI: https://doi.org/10.1111/1467-9817.12083
Compton, D.L. (2003). Modeling the relationship between the growth of rapid naming speed and the growth of decoding skill in first-grade children. Journal of Educational Psychology, 95(2), 225–239. https://doi.org/10.1037/0022-0663.95.2.225 DOI: https://doi.org/10.1037/0022-0663.95.2.225
Cuetos, F., Rodríguez, B., Ruano, E. y Arribas, D. (2014). PROLEC-R: Batería de Evaluación de los Procesos Lectores, Revisada (5.ª edición). TEA Ediciones.
De Franchis, V., Usai, M.C., Viterbori, P. y Traverso, L. (2017). Preschool executive functioning and literacy achievement in grades 1 and 3 of primary school: A longitudinal study. Learning and Individual Differences, 54, 184–195. https://doi.org/10.1016/J.LINDIF.2017.01.026 DOI: https://doi.org/10.1016/j.lindif.2017.01.026
Denckla, M.B. y Rudel, R.G. (1976). Rapid "automatized" naming (RAN): Differentiating dyslexia from other learning disabilities. Neuropsychologia, 14(4), 471–479. https://doi.org/10.1016/0028-3932(76)90075-0 DOI: https://doi.org/10.1016/0028-3932(76)90075-0
Escobar, J.P., Porflitt, F. y Ceric, F. (2021). Evaluating the rapid automatized naming and arithmetic fluency in Chilean first-grade students. Educational Psychology, 41(6), 730–747. https://doi.org/10.1080/01443410.2021.1900545 DOI: https://doi.org/10.1080/01443410.2021.1900545
Faccioli, C., Peru, A., Rubini, E. y Tassinari, G. (2008). Poor readers but forced to read: Stroop effects in developmental dyslexia. Child Neuropsychology, 14(3), 277–283. https://doi.org/10.1080/09297040701290040 DOI: https://doi.org/10.1080/09297040701290040
Ferreira-Mattar, T.d.L., Roama-Alves, R.J., Araceli-Gomes, F., Freire, T., Ciasca, S.M. y de Abreu Pinheiro, P. (2020). An exploration of the rapid automatic naming test as administered to brazilian children. Folia Phoniatrica et Logopaedica, 72(4). https://doi.org/10.1159/000501535 DOI: https://doi.org/10.1159/000501535
Foy, J. G. y Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing, 26(3), 453–472. https://doi.org/10.1007/s11145-012-9376-5 DOI: https://doi.org/10.1007/s11145-012-9376-5
Georgiou, G. K. y Das, J. P. (2018). Direct and indirect effects of executive function on reading comprehension in young adults. Journal of Research in Reading, 41(2), 243-258. https://doi.org/10.1111/1467-9817.12091 DOI: https://doi.org/10.1111/1467-9817.12091
Gómez-Velázquez, F.R., González-Garrido, A.A., Zarabozo, D. y Amano, M. (2010). La velocidad de denominación de letras: el mejor predictor temprano del desarrollo lector en español. Revista Mexicana de Investigación Educativa, 15(46), 823–847.
González-Valenzuela, M.J., López-Montiel, D., Chebaani, F., Cobos-Cali, M., Piedra-Martínez, E. y Martin-Ruiz, I. (2022). Predictors of word and pseudoword reading in languages with different orthographic consistency. Journal of Psycholinguistic Research, 52, 307–330. https://doi.org/10.1007/s10936-022-09893-5 DOI: https://doi.org/10.1007/s10936-022-09893-5
Haft, S. L., Caballero, J. N., Tanaka, H., Zekelman, L., Cutting, L. E., Uchikoshi, Y. y Hoeft, F. (2019). Direct and indirect contributions of executive functions to word decoding and reading comprehension in kindergarten. Learning and Individual Differences, 76, 101783. https://doi.org/10.1016/j.lindif.2019.101783 DOI: https://doi.org/10.1016/j.lindif.2019.101783
Hjetland, H.N., Brinchmann, E.I., Scherer, R. y Melby-Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: A systematic review. Campbell Systematic Reviews, 13(1), 1–155. https://doi.org/10.4073/CSR.2017.14 DOI: https://doi.org/10.4073/csr.2017.14
Hjetland, H.N., Brinchmann, E.I., Scherer, R., Hulme, C. y Melby-Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review, 30, 100323. https://doi.org/10.1016/J.EDUREV.2020.100323 DOI: https://doi.org/10.1016/j.edurev.2020.100323
Horowitz-Kraus, T., y Holland, S.K. (2015). Increased functional connectivity between reading and error detection regions after training with a reading acceleration program in children with reading difficulties. Annals of Dyslexia, 65(1), 1–23. https://doi.org/10.1007/S11881-015-0096-9 DOI: https://doi.org/10.1007/s11881-015-0096-9
Hulley, S.B., Cummings, S.R., Browner, W.S., Grady, D. y Newman, T.B. (2013). Clinical Research Design: An Epidemiologic Approach (4.ª ed.). Lippincott Williams & Wilkins.
Huschka, S.S., Georgiou, G.K., Brandenburg, J., Ehm, J.H. y Hasselhorn, M. (2021). Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German. Reading and Writing, 34(9), 2317–2336. https://doi.org/10.1007/S11145-021-10145-6 DOI: https://doi.org/10.1007/s11145-021-10145-6
Jones, M.W., Branigan, H.P. y Louise Kelly, M. (2009). Reading fluency in dyslexia and non-dyslexia: Rapid automatized naming and the importance of continuous lists. Psychonomic Bulletin & Review, 16, 567–572. https://doi.org/10.3758/PBR.16.3.567 DOI: https://doi.org/10.3758/PBR.16.3.567
Jones, M.W., Snowling, M.J. y Moll, K. (2016). What automaticity deficit? Lexical information activation by readers with dyslexia in a rapid automatized naming Stroop switching task. Journal of Experimental Psychology: Learning Memory and Cognition, 42(3), 465–474. https://doi.org/10.1037/XLM0000186 DOI: https://doi.org/10.1037/xlm0000186
Kail, R., Hall, L. K. y Caskey, B. J. (1999). Processing speed, print exposure, and naming speed. Applied Psycholinguistics, 20(2), 303–314. https://doi.org/10.1017/S0142716499002076 DOI: https://doi.org/10.1017/S0142716499002076
Landerl, K. y Wimmer, H. (2008). Desarrollo de la fluidez en la lectura de palabras y la ortografía en una ortografía consistente: un seguimiento de 8 años. Journal of Educational Psychology, 100(1), 150–161. https://doi.org/10.1037/0022-0663.100.1.150 DOI: https://doi.org/10.1037/0022-0663.100.1.150
Lonergan, A., Doyle, C., Cassidy, C., MacSweeney Mahon, S., Roche, R.A.P., Boran, L. y Bramham, J. (2019). A meta-analysis of executive functioning in dyslexia considering the impact of comorbid ADHD. Journal of Cognitive Psychology, 31 (7), 725–749. https://doi.org/10.1080/20445911.2019.1669609 DOI: https://doi.org/10.1080/20445911.2019.1669609
Mano, Q.R., Williamson, B.J., Pae, H.K. y Osmon, D.C. (2015). Stroop interference associated with efficient reading fluency and prelexical orthographic processing. Journal of Clinical and Experimental Neuropsychology, 38(3), 275–283. https://doi.org/10.1080/13803395.2015.1107029 DOI: https://doi.org/10.1080/13803395.2015.1107029
Massol, S., Molinaro, N. y Carreiras, M. (2015). Lexical inhibition of neighbors during visual word recognition: And unmasked priming investigation. Brain Research, 1604, 35–51. https://doi.org/10.1016/J.BRAINRES.2015.01.051 DOI: https://doi.org/10.1016/j.brainres.2015.01.051
McKim, C. (2022). Validity: Criterion, Concurrent, Ecological, and Predictive. Routledge. https://doi.org/10.4324/9780367198459-REPRW156-1 DOI: https://doi.org/10.4324/9780367198459-REPRW156-1
McWeeny, S., Choi, S., Choe, J., LaTourrette, A., Roberts, M.Y. y Norton, E.S. (2022). The rapid automatized naming (RAN) system as a predictor of future reading in English in kindergarten: A systematic review and meta-analysis. Reading Research Quarterly, 57(4), 1187–1211. https://doi.org/10.1002/RRQ.467 DOI: https://doi.org/10.1002/rrq.467
Moll, K., Fussenegger, B., Willburger, E. y Landerl, K. (2009). RAN is not a measure of orthographic processing. Evidence from asymmetric German spelling. Scientific Studies of Reading, 13(1), 1–25. https://doi.org/10.1080/10888430802631684 DOI: https://doi.org/10.1080/10888430802631684
Molnár, G. y Hermann, Z. (2023). Short-term and long-term effects of COVID-19-related school and kindergarten closures on school readiness skills and mathematics, reading, and science learning of students in grades 1–8. Learning and Instruction, 83, 101706. https://doi.org/10.1016/j.learninstruc.2022.101706 DOI: https://doi.org/10.1016/j.learninstruc.2022.101706
Morgan, P.L., Farkas, G., Wang, Y., Hillemeier, M.M., Oh, Y. y Maczuga, S. (2019). Executive function deficits in kindergarten predict persistent academic difficulties in elementary school. Early Childhood Research Quarterly, 46, 20–32. https://doi.org/10.1016/J.ECRESQ.2018.06.009 DOI: https://doi.org/10.1016/j.ecresq.2018.06.009
Nelson, J.M. (2015). Examining the double-deficit hypothesis with adolescents and young adults with dyslexia. Annals of Dyslexia, 65(3), 159–177. https://doi.org/10.1007/S11881-015-0105-Z DOI: https://doi.org/10.1007/s11881-015-0105-z
Nouwens, S., Groen, M. A., Kleemans, T. y Verhoeven, L. (2021). How executive functions contribute to reading comprehension. British Journal of Educational Psychology, 91(1), 169-192. https://doi.org/10.1111/bjep.12355 DOI: https://doi.org/10.1111/bjep.12355
Ober, T.M., Brooks, P.J., Homer, B.D. y Rindskopf, D. (2020). Executive functions and decoding in children and adolescents: A meta-analytic investigation. Educational Psychology Review, 32(3), 735–763. https://doi.org/10.1007/S10648-020-09526-0 DOI: https://doi.org/10.1007/s10648-020-09526-0
Peterson, R.L., Arnett, A.B., Pennington, B.F., Byrne, B., Samuelsson, S. y Olson, R.K. (2018). Literacy acquisition influences children's rapid automatized naming. Developmental Science, 21(3), e12589. https://doi.org/10.1111/DESC.12589 DOI: https://doi.org/10.1111/desc.12589
Poulsen, M., Juul, H. y Elbro, C. (2015). Multiple mediation analysis of the relationship between rapid naming and reading. Journal of Research in Reading, 38(2), 124–140. https://doi.org/10.1111/J.1467-9817.2012.01547.X DOI: https://doi.org/10.1111/j.1467-9817.2012.01547.x
Powell, D. y Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113(4), 706–718. https://doi.org/10.1037/EDU0000625 DOI: https://doi.org/10.1037/edu0000625
Powell, D., Stainthorp, R., Stuart, M., Garwood, H. y Quinlan, P. (2007). An experimental comparison between competing theories about rapid automatic naming performance and its relation to reading. Journal of Experimental Child Psychology, 98(1), 46–68. https://doi.org/10.1016/J.JECP.2007.04.003 DOI: https://doi.org/10.1016/j.jecp.2007.04.003
Reiter, A., Tucha, O. y Lange, K.W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131. https://doi.org/10.1002/DYS.289 DOI: https://doi.org/10.1002/dys.289
Savage, R., Cornish, K., Manly, T. y Hollis, C. (2006). Cognitive processes in children's reading and attention: the role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97(3), 365–385. https://doi.org/10.1348/000712605X81370 DOI: https://doi.org/10.1348/000712605X81370
Savage, R., Pillay, V. y Melidona, S. (2007). Deconstructing rapid automatized naming: component processes and prediction of reading difficulties. Learning and Individual Differences, 17(2), 129–146. https://doi.org/10.1016/J.LINDIF.2007.04.001 DOI: https://doi.org/10.1016/j.lindif.2007.04.001
Stappen, C. Vander y Van Reybroeck, M. (2018). Phonological awareness and rapid automatized naming are independent phonological competencies with specific impacts on word reading and spelling: an intervention study. Frontiers in Psychology, 9(320). https://doi.org/10.3389/FPSYG.2018.00320 DOI: https://doi.org/10.3389/fpsyg.2018.00320
Stringer, R.W., Toplak, M.E. y Stanovich, K.E. (2004). Differential relationships between RAN performance, behavior ratings, and executive function measures: in search of a double dissociation. Reading and Writing, 17(9), 891–914. https://doi.org/10.1007/S11145-004-2770-X DOI: https://doi.org/10.1007/s11145-004-2770-x
Swanson, H.L., Trainin, G., Necoechea, D.M. y Hammill, D.D. (2003). Rapid naming, phonological awareness, and reading: a meta-analysis of the correlational evidence. Review of Educational Research, 73(4), 407-440. https://doi.org/10.3102/00346543073004407 DOI: https://doi.org/10.3102/00346543073004407
Toro, J. y Cervera, M. (1984). CUENTO: Test de Aprendizaje de la Lectoescritura. Visera.
Traverso, L., Viterbori, P., Gandolfi, E., Zanobini, M. y Usai, M.C. (2022). The contribution of inhibitory control to early literacy skills in 4- to 5-year-old children. Early Childhood Research Quarterly, 59, 265–286. https://doi.org/10.1016/J.ECRESQ.2021.11.010 DOI: https://doi.org/10.1016/j.ecresq.2021.11.010
Van Den Bos, K.P., Zijlstra, B.J.H. y Van Den Broeck, W. (2003). Specific relationships between alphanumeric naming speed and reading speed of monosyllabic and polysyllabic words. Applied Psycholinguistics, 24(3), 407–430. https://doi.org/10.1017/S0142716403000213 DOI: https://doi.org/10.1017/S0142716403000213
van der Sluis, S., de Jong, P.F. y van der Leij, A. (2004). Inhibition and shifting in children with learning disabilities in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239–266. https://doi.org/10.1016/J.JECP.2003.12.002 DOI: https://doi.org/10.1016/j.jecp.2003.12.002
Wang, S. y Gathercole, S.E. (2014). Interference control in children with reading difficulties. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence 21(4), 418–431. https://doi.org/10.1080/09297049.2014.918594 DOI: https://doi.org/10.1080/09297049.2014.918594
Willburger, E., Fussenegger, B., Moll, K., Wood, G. y Landerl, K. (2008). Naming speed in dyslexia and dyscalculia. Learning and Individual Differences, 18(2), 224–236. https://doi.org/10.1016/j.lindif.2008.01.003 DOI: https://doi.org/10.1016/j.lindif.2008.01.003
Wolf, M., O'Rourke, AG, Gidney, C., Lovett, M., Cirino, P. y Morris, R. (2002). The second deficit: an investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing, 15(1), 43–72. https://doi.org/10.1023/A:1013816320290 DOI: https://doi.org/10.1023/A:1013816320290
Format
Crossmark
License
In order to support the global exchange of knowledge, the journal Revista de Investigación en Logopedia is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
