The effect of rapid automatized naming on reading fluency and academic intrinsic motivation among students with learning disabilities

Abstract

This study aimed to evaluate the effects of a 10-week rapid automatized naming (RAN) training intervention on reading fluency and academic intrinsic motivation among Egyptian 5th graders with learning disabilities. A quasi-experimental pre-test/post-test design with follow-up was employed. Thirty-two 5th grade students with LD (aged 11-12) participated in the study. Post-intervention analyses revealed significant improvements across all reading fluency measures (p < .01), with the largest gains observed in reading rate and prosody. Intrinsic motivation also increased significantly across all AIMS subscales (challenge, curiosity, control, and career outlook; p < .01). Importantly, both fluency and motivation gains were maintained at the six-week follow-up assessment, with no significant decline in scores. The findings demonstrate that RAN training can effectively enhance both reading fluency skills and intrinsic motivation in students with LD. The intervention appears to strengthen fundamental rapid serial processing skills while simultaneously boosting students' perceptions of reading competence. These results suggest that integrating RAN training within multi-tiered reading instruction may offer a promising approach for preventing and remediating reading disabilities by jointly supporting skill development and motivation. Future research should examine the long-term sustainability of these gains and the potential for implementing RAN training in group settings.

Keywords

• Rapid automatized naming
• reading fluency
• intrinsic motivation
• learning disabilities
• reading interventions

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