Rapid automatic naming and its relationship to reading speed in deaf students with cochlear implants and normal students - a comparative study-
Keywords:
Rapid automatic naming, reading speed, cochlear implants
Abstract
The study aims to identify and reveal the relationship between rapid automatic naming tasks and reading speed among deaf students with cochlear implants and compare them with normal students, on a sample of (N80) students from the third and fifth levels of primary school, distributed into (N20) deaf students with cochlear implants and (N60) normal students, aged between (9-13 years). To achieve the objectives of the study, the descriptive comparative approach was relied upon, and the layes (2015) minute reading test and the rapid automatic naming test were applied, whose psychometric properties we calculated. The data were processed using the statistical package program SPSS using the Pearson correlation coefficient and the ANOVA test to search for differences between the two samples. After analyzing and discussing the results, it was concluded that:
There is a statistically significant inverse correlation between rapid automatic naming and reading speed among deaf students with cochlear implants and normal students. There are statistically significant differences in rapid automatic naming tasks between deaf and normal students at both levels. Statistically significant differences in reading speed between deaf students with cochlear implants and normal students at both levels.
References
أبو الديار، مسعد والبحيري، جاد وطيبة، نادية ومحفوظي، عبد الستار وايفرات، جون. (2012)، العمليات الفنولوجية وصعوبات القراءة والكتابة. (ط1)، مركز تقويم وتعليم الطفل.
ثابت، محمد. (2002). تأثير الإعاقة السمعية على مستوى المقدرات القرائية، دراسة مقارنة بين المعاقين سمعيا والعاديين من طلاب المرحلة الابتدائية والمتوسطة في مدينة الرياض. مجلة دراسات نفسية، 12 (4)، أكتوبر. جامعة الملك سعود.
حافظ، عبد الفتاح نبيل. (2000). صعوبات التعلم والتعليم العلاجي. (ط.1). مكتبة زهراء الشرق.
الزريقات، إبراهيم عبد الله فرج. (2011). تقييم مهارات القراءة لدى الطلبة المعاقين سمعيا في الأردن وعلاقتها ببعض المتغيرات ذات الصلة. مجلة دراسات العلوم التربوية. 38 (4)، 1276-1292.
شلابي، عبد الحفيظ. (2017). اختبار لتشخيص عسر القراءة للأطفال المرحلة الابتدائية. [رسالة دكتوراه غير منشورة] جامعة أبي بكر بلقايد تلمسان، كلية العلوم الاجتماعية والإنسانية، قسم علم النفس.
صالحي، طارق. (2011). دراسة القدرات الادراكية عند الطفل الخاضع للزرع القوقعي. [رسالة ماجستير غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
قاسمي، أمال. (2014). الذاكرة الدلالية عند الطفل الأصم دراسة تشخيصية مع اقنراح برنامج تدريبي. [رسالة دكتوراه علوم غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
لعريبي، نورية. (2016). علاقة الوعي الفنولوحي بالقراءة عند الأطفال الصم الحاملين للزرع القوقعي والمجهزين كلاسيكيا والأطفال العاديين (دراسة مقارنة). [رسالة دكتوراه علوم غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
Andriola, D, Palatino, W, & Eallen, T. (2018). Rapid automatized naming (RAN) speed deos not predict reading in deaf reader : implication for theoretical accounts of RAN.
Andy Phan, A, V, Fine, J, G, & Semrud-Clikeman, M. (2011). The Influence of Inattention and Rapid Automatized Naming on Reading Performance. Archives of Clinical Neuropsychology, 26, 214–224.
Arnell, K, M, Joanisse, M, F, Klien, R, M, Busseri, M, A, & Tannock, R. (2009). Decomposing the relatioshep betwen rapid automatized naming and reading ability. Canadian journal of exprimental psychology, 63 (3), 173-184.
Bexkens, A, Wery P, M, & Tijms, J. (2015). Rapid Automatized Naming in Children with Dyslexia : Is Inhibitory Control Involved ? DYSLEXIA ,21, 212–234
Botelho Da Silva, P. (2019). Rapid Automatized Naming and Phonological Awareness : The predictive effect for learning to read and write and their relationship with developmental dyslexia. Postgraduate Program in Developmental Disorders, University of Luxembourg.
Castel, C, Ziegler, J, C, Pech-Georgel, C, & George F. (2008). Lien entre dénomination rapide et lecture chez les enfants dyslexiques. In: L'année psychologique, 108(3), 395-421
Compton, D, L., Olson, R, K., DeFries, J, C. & Pennington, B, F. (2002). Comparing the Relationships Among Two Different Versions of Alphanumeric Rapid Automatized Naming and Word Level Reading Skills. Scientific Studies of Reading, 6(4), 343-368
Cutting, L, E, 1,2 & Denckla, M, B. (2001). The relationship of rapid serial naming and word reading in normally developing readers : An exploratory model, Reading and Writing. An Interdisciplinary Journal, 14, 673–705.
Denckla, M, B, & Rudel, R. (1974). Rapid Automatized Naming of Pictured Objects, Colors, Letters And Numbers By Normal Children. 186-202
Denckla, M, B, & Rudel, R. (1976). Rapid 'Automatized' Naming (R.A.N) : Dyslexia Differentiated From Other Learning Disabilities. Neuropsyehologia, 14, 471- 479
Dyer, A, Szczerbinski, M, MacSweeney, M, & Green, L. (2003). Predictors of Reading Delay in Deaf Adolescents : The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding. Journal of Deaf Studies and Deaf Education, 8(3), Summer. http://dx.doi.org/10.1093/deafed/eng012
Georgiou, G, K. a, Papadopoulos, T, C b, c, Fella, A b, & Parrila, R a. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 11(1), 1-17, https://doi.org/10.1016/j.jecp.2011.11.006
Harris, M, & Terlektsi E. (2010). Reading and Spelling Abilities of Deaf Adolescents With Cochlear Implants and Hearing Aids. Journal of Deaf Studies and Deaf Education, 16(1). https://doi.org/ 10.1590 1982- 0216201618210615
Kail, R. V., & Hall, L. K. (1994). Processing speed, naming speed, and reading. Developmental Psychology, 30,949-954.
Kirby, J, Pfeiffer, P. (2003). Naming speed and phonological awarness as prédictors of reading development. Journal of educational psychologie, 95(3), 453- 464.
Layes, S1,2, Lalonde, R1, Mecheri, S2, & Rebaï, M 1/. (2015). Phonological and Cognitive Reading Related Skills as Predictors of Word Reading and Reading Comprehension among Arabic Dyslexic Children. Psychology, 6, 20-38.
Lervag, A, & Hulme, C. (2009). Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency. Psychological Science, 2(8), 1040 https://doi.org/10.1111/j.1467-9280.2009.02405.x , http://pss.sagepub.com/content/20/8/1040
Li, M, Kirby, J, & Georgiou, K. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34(1), 6–22, http://dx.doi.org/10.1111/j.1467-9817.2010.01476.x
Misra, M, Katzir, T, & Wolf, M. (2004). Russell A. Poldrack. Neural Systems for Rapid Automatized Naming in Skilled Readers : Unraveling the RAN–Reading Relationship. Scientific Studies of Reading, 8(3), 241-256, http://dx.doi.org/10.1207/s1532799xssr0803_4
Neuhaus, G, Foorman, B, R, Francis, D, J, & Carlson, C, D. (2001). Measures of Information Processing in Rapid Automatized Naming (RAN) and Their Relation to Reading. Journal of Experimental Child Psychology 78, 359–373. doi:10.1006/jecp.2000.2576, http://www.idealibrary.com
Norton, E, S, & Wolf, M. (2012). Rapid Automatized Naming (RAN) and Reading Fluency : Implications for Understanding and Treatment of Reading Disabilities. Annual Review of Psychology, 63, 427-452. www.annualreviews.org.
Parrila, R, Kirby, J, R, & McQuarrie, L. (2004) Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness : Longitudinal Predictors of Early Reading Development ? Scientific Studies of Reading, 8(1), 3-26 , http://dx.doi.org/10.1207/s1532799xssr0801_2
Savage, Rab, McBreen, Mb, Genesee, Fb, Erdos, Cc, Haigh, Cd, & Nair, Ab. (2018). Rapid Automatized Naming Predicts More than Sub-Lexical Fluency : Evidence from English-French Bilinguals. Learning and Individual Differences, 62, 153–163. https://doi.org/10.1016/j.lindif.2018.02.001
Taibahet, H. (2011). Contributions of phonological processing skills in arabic speaking children. Reading and warting, 24, 1019-1042.
Wolf, M, & Bowers, P, G. (1999) The Double-Deficit Hypothesis for the Developmental Dyslexias. Journal of Educational Psychology, 91(3), 415-438
Arabic-Romanized references:
Abu al-Diyar, Masʿad & al-Buhayri, Jad & Tayyiba, Nadia & Mahfuzi, ʿAbd al-Sattar & Ivrat, John. (2012). Al-ʿAmaliyyat al-Funulujiyya wa Suʿubat al-Qiraʾa wa al-Kitaba* (1st ed.). Markaz Taqwim wa Taʿlim al-Tifl.
Al-Zariqat, Ibrahim ʿAbd Allah Faraj. (2011). Taqwim Maharat al-Qiraʾa lada al-Talaba al-Muʿaqin Samʿiyyan fi al-Urdun wa ʿAlaqatuha baʿd al-Mutaghayyirat Dhat al-Sila. Majallat Dirasat al-ʿUlum al-Tarbawiyya, 38(4), 1276–1292.
Hafiz, ʿAbd al-Fattah Nabil. (2000). *Suʿubat al-Taʿallum wa al-Taʿlim al-ʿIlaji (1st ed.). Maktabat Zahraʾ al-Sharq.
Laʿaribi, Nuriya. (2016). ʿAlaqat al-Waʿi al-Funuluji bi al-Qiraʾa ʿind al-Atfal al-Sum al-Hamilin li al-Zarʿ al-Qawqabi wa al-Mujhazzin Klasikiyyan wa al-Atfal al-ʿAdiyyin (Dirasa Muqarana) [Unpublished doctoral dissertation]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Qasmi, Amal. (2014). *Al-Dhakira al-Dilaliyya ʿind al-Tifl al-Asamm Dirasat Tashkhisiyya maʿa Iqtirah Barnamaj Tadribi* [Unpublished doctoral dissertation]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Salhi, Tariq. (2011). Dirasat al-Qudurat al-Idrakiyya ʿind al-Tifl al-Khadiʿ li al-Zarʿ al-Qawqabi [Unpublished master’s thesis]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Shalabi, ʿAbd al-Hafiz. (2017). Ikhtibar li Tashkhis ʿUsr al-Qiraʾa li al-Atfal al-Marhala al-Ibtidaʾiyya [Unpublished doctoral dissertation]. Jamiʿat Abi Bakr Bilqayd Tilimsan, Kulliyat al-ʿUlum al-Ijtimaʿiyya wa al-Insaniyya, Qism ʿIlm al-Nafs.
Thabit, Muhammad. (2002). Tathir al-Iʿaqa al-Samʿiyya ʿala Mustawa al-Maqdurat al-Qiraʾiyya, Dirasat Muqarana bayn al-Muʿaqin Samʿiyyan wa al-ʿAdiyyin min Talabat al-Marhala al-Ibtidaʾiyya wa al-Mutawassita fi Madinat al-Riyadh. Majallat Dirasat Nafsiyya, 12(4), October. Jamiʿat al-Malik Suʿud.
ثابت، محمد. (2002). تأثير الإعاقة السمعية على مستوى المقدرات القرائية، دراسة مقارنة بين المعاقين سمعيا والعاديين من طلاب المرحلة الابتدائية والمتوسطة في مدينة الرياض. مجلة دراسات نفسية، 12 (4)، أكتوبر. جامعة الملك سعود.
حافظ، عبد الفتاح نبيل. (2000). صعوبات التعلم والتعليم العلاجي. (ط.1). مكتبة زهراء الشرق.
الزريقات، إبراهيم عبد الله فرج. (2011). تقييم مهارات القراءة لدى الطلبة المعاقين سمعيا في الأردن وعلاقتها ببعض المتغيرات ذات الصلة. مجلة دراسات العلوم التربوية. 38 (4)، 1276-1292.
شلابي، عبد الحفيظ. (2017). اختبار لتشخيص عسر القراءة للأطفال المرحلة الابتدائية. [رسالة دكتوراه غير منشورة] جامعة أبي بكر بلقايد تلمسان، كلية العلوم الاجتماعية والإنسانية، قسم علم النفس.
صالحي، طارق. (2011). دراسة القدرات الادراكية عند الطفل الخاضع للزرع القوقعي. [رسالة ماجستير غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
قاسمي، أمال. (2014). الذاكرة الدلالية عند الطفل الأصم دراسة تشخيصية مع اقنراح برنامج تدريبي. [رسالة دكتوراه علوم غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
لعريبي، نورية. (2016). علاقة الوعي الفنولوحي بالقراءة عند الأطفال الصم الحاملين للزرع القوقعي والمجهزين كلاسيكيا والأطفال العاديين (دراسة مقارنة). [رسالة دكتوراه علوم غير منشورة] جامعة الجزائر2، كلية العلوم الإنسانية والاجتماعية، قسم الآرطفونيا.
Andriola, D, Palatino, W, & Eallen, T. (2018). Rapid automatized naming (RAN) speed deos not predict reading in deaf reader : implication for theoretical accounts of RAN.
Andy Phan, A, V, Fine, J, G, & Semrud-Clikeman, M. (2011). The Influence of Inattention and Rapid Automatized Naming on Reading Performance. Archives of Clinical Neuropsychology, 26, 214–224.
Arnell, K, M, Joanisse, M, F, Klien, R, M, Busseri, M, A, & Tannock, R. (2009). Decomposing the relatioshep betwen rapid automatized naming and reading ability. Canadian journal of exprimental psychology, 63 (3), 173-184.
Bexkens, A, Wery P, M, & Tijms, J. (2015). Rapid Automatized Naming in Children with Dyslexia : Is Inhibitory Control Involved ? DYSLEXIA ,21, 212–234
Botelho Da Silva, P. (2019). Rapid Automatized Naming and Phonological Awareness : The predictive effect for learning to read and write and their relationship with developmental dyslexia. Postgraduate Program in Developmental Disorders, University of Luxembourg.
Castel, C, Ziegler, J, C, Pech-Georgel, C, & George F. (2008). Lien entre dénomination rapide et lecture chez les enfants dyslexiques. In: L'année psychologique, 108(3), 395-421
Compton, D, L., Olson, R, K., DeFries, J, C. & Pennington, B, F. (2002). Comparing the Relationships Among Two Different Versions of Alphanumeric Rapid Automatized Naming and Word Level Reading Skills. Scientific Studies of Reading, 6(4), 343-368
Cutting, L, E, 1,2 & Denckla, M, B. (2001). The relationship of rapid serial naming and word reading in normally developing readers : An exploratory model, Reading and Writing. An Interdisciplinary Journal, 14, 673–705.
Denckla, M, B, & Rudel, R. (1974). Rapid Automatized Naming of Pictured Objects, Colors, Letters And Numbers By Normal Children. 186-202
Denckla, M, B, & Rudel, R. (1976). Rapid 'Automatized' Naming (R.A.N) : Dyslexia Differentiated From Other Learning Disabilities. Neuropsyehologia, 14, 471- 479
Dyer, A, Szczerbinski, M, MacSweeney, M, & Green, L. (2003). Predictors of Reading Delay in Deaf Adolescents : The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding. Journal of Deaf Studies and Deaf Education, 8(3), Summer. http://dx.doi.org/10.1093/deafed/eng012
Georgiou, G, K. a, Papadopoulos, T, C b, c, Fella, A b, & Parrila, R a. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 11(1), 1-17, https://doi.org/10.1016/j.jecp.2011.11.006
Harris, M, & Terlektsi E. (2010). Reading and Spelling Abilities of Deaf Adolescents With Cochlear Implants and Hearing Aids. Journal of Deaf Studies and Deaf Education, 16(1). https://doi.org/ 10.1590 1982- 0216201618210615
Kail, R. V., & Hall, L. K. (1994). Processing speed, naming speed, and reading. Developmental Psychology, 30,949-954.
Kirby, J, Pfeiffer, P. (2003). Naming speed and phonological awarness as prédictors of reading development. Journal of educational psychologie, 95(3), 453- 464.
Layes, S1,2, Lalonde, R1, Mecheri, S2, & Rebaï, M 1/. (2015). Phonological and Cognitive Reading Related Skills as Predictors of Word Reading and Reading Comprehension among Arabic Dyslexic Children. Psychology, 6, 20-38.
Lervag, A, & Hulme, C. (2009). Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency. Psychological Science, 2(8), 1040 https://doi.org/10.1111/j.1467-9280.2009.02405.x , http://pss.sagepub.com/content/20/8/1040
Li, M, Kirby, J, & Georgiou, K. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34(1), 6–22, http://dx.doi.org/10.1111/j.1467-9817.2010.01476.x
Misra, M, Katzir, T, & Wolf, M. (2004). Russell A. Poldrack. Neural Systems for Rapid Automatized Naming in Skilled Readers : Unraveling the RAN–Reading Relationship. Scientific Studies of Reading, 8(3), 241-256, http://dx.doi.org/10.1207/s1532799xssr0803_4
Neuhaus, G, Foorman, B, R, Francis, D, J, & Carlson, C, D. (2001). Measures of Information Processing in Rapid Automatized Naming (RAN) and Their Relation to Reading. Journal of Experimental Child Psychology 78, 359–373. doi:10.1006/jecp.2000.2576, http://www.idealibrary.com
Norton, E, S, & Wolf, M. (2012). Rapid Automatized Naming (RAN) and Reading Fluency : Implications for Understanding and Treatment of Reading Disabilities. Annual Review of Psychology, 63, 427-452. www.annualreviews.org.
Parrila, R, Kirby, J, R, & McQuarrie, L. (2004) Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness : Longitudinal Predictors of Early Reading Development ? Scientific Studies of Reading, 8(1), 3-26 , http://dx.doi.org/10.1207/s1532799xssr0801_2
Savage, Rab, McBreen, Mb, Genesee, Fb, Erdos, Cc, Haigh, Cd, & Nair, Ab. (2018). Rapid Automatized Naming Predicts More than Sub-Lexical Fluency : Evidence from English-French Bilinguals. Learning and Individual Differences, 62, 153–163. https://doi.org/10.1016/j.lindif.2018.02.001
Taibahet, H. (2011). Contributions of phonological processing skills in arabic speaking children. Reading and warting, 24, 1019-1042.
Wolf, M, & Bowers, P, G. (1999) The Double-Deficit Hypothesis for the Developmental Dyslexias. Journal of Educational Psychology, 91(3), 415-438
Arabic-Romanized references:
Abu al-Diyar, Masʿad & al-Buhayri, Jad & Tayyiba, Nadia & Mahfuzi, ʿAbd al-Sattar & Ivrat, John. (2012). Al-ʿAmaliyyat al-Funulujiyya wa Suʿubat al-Qiraʾa wa al-Kitaba* (1st ed.). Markaz Taqwim wa Taʿlim al-Tifl.
Al-Zariqat, Ibrahim ʿAbd Allah Faraj. (2011). Taqwim Maharat al-Qiraʾa lada al-Talaba al-Muʿaqin Samʿiyyan fi al-Urdun wa ʿAlaqatuha baʿd al-Mutaghayyirat Dhat al-Sila. Majallat Dirasat al-ʿUlum al-Tarbawiyya, 38(4), 1276–1292.
Hafiz, ʿAbd al-Fattah Nabil. (2000). *Suʿubat al-Taʿallum wa al-Taʿlim al-ʿIlaji (1st ed.). Maktabat Zahraʾ al-Sharq.
Laʿaribi, Nuriya. (2016). ʿAlaqat al-Waʿi al-Funuluji bi al-Qiraʾa ʿind al-Atfal al-Sum al-Hamilin li al-Zarʿ al-Qawqabi wa al-Mujhazzin Klasikiyyan wa al-Atfal al-ʿAdiyyin (Dirasa Muqarana) [Unpublished doctoral dissertation]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Qasmi, Amal. (2014). *Al-Dhakira al-Dilaliyya ʿind al-Tifl al-Asamm Dirasat Tashkhisiyya maʿa Iqtirah Barnamaj Tadribi* [Unpublished doctoral dissertation]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Salhi, Tariq. (2011). Dirasat al-Qudurat al-Idrakiyya ʿind al-Tifl al-Khadiʿ li al-Zarʿ al-Qawqabi [Unpublished master’s thesis]. Jamiʿat al-Jazaʾir 2, Kulliyat al-ʿUlum al-Insaniyya wa al-Ijtimaʿiyya, Qism al-Arthufuniya.
Shalabi, ʿAbd al-Hafiz. (2017). Ikhtibar li Tashkhis ʿUsr al-Qiraʾa li al-Atfal al-Marhala al-Ibtidaʾiyya [Unpublished doctoral dissertation]. Jamiʿat Abi Bakr Bilqayd Tilimsan, Kulliyat al-ʿUlum al-Ijtimaʿiyya wa al-Insaniyya, Qism ʿIlm al-Nafs.
Thabit, Muhammad. (2002). Tathir al-Iʿaqa al-Samʿiyya ʿala Mustawa al-Maqdurat al-Qiraʾiyya, Dirasat Muqarana bayn al-Muʿaqin Samʿiyyan wa al-ʿAdiyyin min Talabat al-Marhala al-Ibtidaʾiyya wa al-Mutawassita fi Madinat al-Riyadh. Majallat Dirasat Nafsiyya, 12(4), October. Jamiʿat al-Malik Suʿud.
How to Cite
TAMDJIAT, K. (1). Rapid automatic naming and its relationship to reading speed in deaf students with cochlear implants and normal students - a comparative study-. Social Sciences Journal, 19(1), 156-174. Retrieved from http://journals.lagh-univ.dz/index.php/ssj/article/view/4188
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