The study investigates the relationship between rapid serial naming and phoneme awareness, and reading and spelling ability. Participants were 146 North-American children and adolescents varying in age from seven to 18 years. Approximately half of the participants (N = 71) had reading difficulties. The results suggest that rapid serial naming contributes variation to reading and spelling ability that is independent of the contribution of phoneme awareness. However, relative to this skill, rapid serial naming makes a rather modest contribution to learning to read and spell in an alphabetic writing system. Further analyses suggested that rapid serial naming is particularly important for the development of the ability to read texts rapidly and accurately, whereas phoneme awareness is particularly important for the development of the ability to read by phonological recoding, that is, by translating letters or group of letters into their phonological codes. Finally, there was little indication that the role played by either phoneme awareness or rapid serial naming interacts with age or reading ability

Qual a Contribuio da Nomeao Seriada Rpida para a Habilidade de Leitura e Escrita?: Evidncia de Crianas e Adolescentes com e sem Dificuldades de Leitura

OBJETIVO: caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a e 2a series, segundo o sexo e grau de escolaridade e investigar a existencia de correlacoes entre essas variaveis. METODO: participaram 88 escolares (48 meninos e 40 meninas) entre cinco e oito anos de idade, sem queixas relacionadas a fala ou a aprendizagem. Foram avaliados por meio do Teste de Desempenho Escolar (Stein,1994) e pelas provas de nomeacao rapida, repeticao de pseudopalavras e consciencia fonologica, habilidades relacionadas ao processamento fonologico. A analise estatistica se deu pelo teste de Mann-Withney U e pelo coeficiente de Spearman, com intervalo de confianca de 95%. RESULTADOS: a maioria dos escolares apresentou classificacao de desempenho inferior nos subtestes do Teste de Desempenho Escolar, com maior media de acertos para leitura. Nao houve diferenca significante entre meninos e meninas. Os escolares da 2a serie mostraram melhor desempenho em escrita, leitura e aritmetica, quando comparados aos alunos da 1a serie. Ao contrario dos desempenhos em leitura, escrita, aritmetica e consciencia fonologica, os desempenhos em acesso lexical e memoria fonologica nao diferenciaram as series. Na 1a serie, encontraram-se correlacoes positivas entre o acesso ao lexico mental e a consciencia fonologica, entre leitura e escrita e consciencia fonologica, e entre aritmetica e consciencia fonologica. Na 2a serie, identificaram-se correlacoes positivas entre escrita, leitura e aritmetica e com a consciencia fonologica, acesso ao lexico com memoria fonologica e consciencia fonologica. CONCLUSAO: os escolares da 2a serie apresentaram melhores escores de desempenho escolar e de consciencia fonologica quando comparados aos alunos 1a, apesar da maioria ter alcancado classificacao inferior a esperada para a serie, definida pelo Teste. Diferentes variaveis do processamento fonologico correlacionaram-se positivamente com o desempenho escolar.

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Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental

We bring together social identity and social exchange perspectives to develop and test a moderated mediation model that sheds light on employees’ perceptions regarding the interrelations between an organization’s external and internal CSR initiatives and their job attitudes and work behaviours. This is important because employees’ sensemaking of CSR motives as being either self-focussed or others-focussed can produce meaningful variations in their job satisfaction and the dimensions of organizational commitment. Also, the consolidation of CSR’s underlying psychological mechanisms can advance our understanding of the processes, contingencies, and outcomes of employees’ perceptions of their employing organization’s CSR initiatives. Our findings indicate that of the two orientations, only external CSR is associated with increased levels of employee commitment through the enhancement of job satisfaction. In particular, job satisfaction was found to fully mediate the impact of external CSR on behavioural commitment and partially mediate its impact on attitudinal commitment. To our surprise, internal CSR has no significant association with job attitudes or work behaviours. We further reveal the complementarity of external and internal CSR orientations; the effect of external CSR on employee outcomes is stronger when employed in concert with internal CSR. Our results contribute to and have implications for both theory and practice.

Corporate Social Responsibility and Employee Outcomes: Interrelations of External and Internal Orientations with Job Satisfaction and Organizational Commitment

Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia.

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Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

https://orbilu.uni.lu/bitstream/10993/33531/1/Hornung%20Martin%20%26%20Fayol%202017%20frontiers.pdf

General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.

OBJETIVO: investigar a nomeacao seriada rapida em criancas de uma escola publica e uma privada, com e sem queixas de problemas escolares. METODOS: participaram do estudo 137 criancas dos generos masculino e feminino, com idade entre 7 e 11 anos, da cidade de Belo Horizonte, matriculadas no ensino fundamental, entre o 2o e o 5o ano. Foi aplicado o Teste de Nomeacao Automatizada Rapida (Rapid Automatized Naming - RAN) que avaliou o tempo gasto pelo participante para nomear uma serie de estimulos visuais familiares: cores, letras, digitos e objetos - o mais rapido possivel. RESULTADOS: os resultados deste estudo evidenciaram que o desempenho de alunos de escola particular comparado ao de alunos de escola publica e superior e que ha uma diferenca estatisticamente significante entre sujeitos com queixas de problemas de aprendizagem comparado aos sem queixas. CCONCLUSAO: o presente estudo sinaliza que a capacidade de nomeacao seriada pode ser considerada como uma das habilidades fundamentais para o bom desempenho em leitura. Sendo assim, ha necessidade de continuidade de pesquisas que estabelecam a relacao dessa habilidade da linguagem com outras habilidades de leitura e escrita para verificacao do impacto direto da nomeacao seriada rapida no processo de aprendizagem da leitura.

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Lorena Gabrielle Ribeiro Bicalho

Papers

A nomeação seriada rápida em escolares com e sem queixas de problemas de aprendizagem em escola pública e particular

Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder