How does RAN training improve reading fluency?

How does RAN training improve reading fluency?

First Author: Marjolaine Cohen -- University of Oslo
Keywords: rapid automatized naming, Intervention, Reading fluency, Training study
Abstract / Summary: 

Purpose
Specific abilities such as phonological awareness (PA) or rapid automatized naming (RAN) are among the most reliable predictors of reading. However, whereas many interventions with PA programs have been successful, a very limited number of intervention studies with RAN have been conducted and, to date, only two have produced significant and convincing effects on reading. Nevertheless, none of these studies had a sufficient sample to conduct analyses taking into account the possible mediators of the effectiveness of the RAN training. Here we propose to test if training with RAN is effective through lexical access efficiency by comparing if training on RAN-objects, thought to be semantically mediated, is qualitatively different from training with RAN-digits, presumably directly mapped.

Method
One hundred twenty 2nd graders and 120 fifth graders are taking part in the study. For each grade, 45 pupils are undergoing RAN-objects training, 45 are undergoing a RAN-digits training and 45 do not receive any specific training. Training sessions take place 3 times a week over eight weeks. Reading fluency, RAN, and semantic knowledge are assessed before and after training.

Results
The study is currently conducted.

Conclusions
Intervention for the whole sample will be completed in April 2020, the results will be updated for the conference.