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

Year 2024, Volume: 5 Issue: 4, 149 - 160

Ashraf Ibrahim , Mohamed Nemt-allah

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

References

• Abu-Rabia, S., & Taha, H. (2006). Phonological errors predominate in Arabic spelling across grades 1–9. Journal of Psycholinguistic Research, 35, 167-188.‏ https://doi.org/10.1007/s10936-005-9010-7
• Araújo, S., & Faísca, L. (2019). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading, 23(5), 349-368.‏ https://doi.org/10.1080/10888438.2019.1572758
• Araújo, S., Huettig, F., & Meyer, A. (2021). What underlies the deficit in rapid automatized naming (RAN) in adults with dyslexia? Evidence from eye movements. Scientific Studies of Reading, 25(6), 534-549.‏
• Araújo, S., Inácio, F., Francisco, A., Faísca, L., Petersson, K., & Reis, A. (2011). Component processes subserving rapid automatized naming in dyslexic and non‐dyslexic readers. Dyslexia, 17(3), 242-255.‏ https://doi.org/10.1002/dys.433
• Borkowski, J., & Thorpe, P. (2023). Self-regulation and motivation: A life-span perspective on under achievement. In D. Schunk, & B. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 45-73). Routledge.‏
• Butler, C., & De La Paz, S. (2021). A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities. Learning Disabilities Research & Practice, 36(4), 353-366.‏ https://doi.org/10.1111/ldrp.12264
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
• Catts, H., McIlraith, A., Bridges, M., & Nielsen, D. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and writing, 30, 613-629.‏ https://doi.org/10.1007/s11145-016-9692-2
• Daniel, J., & Cooc, N. (2018). Teachers’ perceptions of academic intrinsic motivation for students with disabilities. The journal of special education, 52(2), 101-112.‏ https://doi.org/10.1177/0022466918765276
• Das, J., & Samantaray, S. (2023). Speed of cognitive processing within a test of executive functions and information integration. Canadian Journal of School Psychology, Article 08295735231181770.‏ https://doi.org/10.1177/08295735231181770
• Georgiou, G., Papadopoulos, T., Zarouna, E., & Parrila, R. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18(2), 110-129.‏ https://doi.org/10.1002/dys.1439
• Guthrie, J., Klauda, S., & Ho, A. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading research quarterly, 48(1), 9-26.‏ https://doi.org/10.1002/rrq.035
• Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The reading teacher, 59(7), 636-644.‏ https://doi.org/10.1598/RT.59.7.3
• Hudson, A., Koh, P., Moore, K., & Binks-Cantrell, E. (2020). Fluency interventions for elementary students with reading difficulties: A synthesis of research from 2000–2019. Education Sciences, 10(3), Article 52.‏ https://doi.org/10.3390/educsci10030052
• Hudson, R., Pullen, P., Lane, H., & Torgesen, J. (2009). The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly, 25(1), 4-32.‏ https://doi.org/10.1080/10573560802491208
• Huschka, S., Georgiou, G., Brandenburg, J., Ehm, J., & 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
• Jones, M., Snowling, M., & Moll, K. (2016). What automaticity deficit? Activation of lexical information by readers with dyslexia in a rapid automatized naming Stroop-switch task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(3), 465–474. https://doi.org/10.1037/xlm0000186
• Kairaluoma, L., Ahonen, T., Aro, M., & Holopainen, L. (2007). Boosting reading fluency: An intervention case study at subword level. Scandinavian Journal of educational research, 51(3), 253-274.‏ https://doi.org/10.1080/00313830701356117
• Katzir, T., Kim, Y., Wolf, M., Kennedy, B., Lovett, M., & Morris, R. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19, 845-872.‏ https://doi.org/10.1007/s11145-006-9013-2
• Keskin, H., Karadağ, Ö., & Serdar Köksal, M. (2022). Examining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Students. Journal of Cognitive Education & Psychology, 21(1), 1-12.‏ https://doi.org/10.1891/JCEP-2021-0006
• Kim, Y., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718–732. https://doi.org/10.1037/dev0001167
• Koponen, T., Eklund, K., Heikkilä, R., Salminen, J., Fuchs, L., Fuchs, D., & Aro, M. (2020). Cognitive correlates of the covariance in reading and arithmetic fluency: Importance of serial retrieval fluency. Child Development, 91(4), 1063-1080.‏ https://doi.org/10.1111/cdev.13287
• Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames, & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73-105). Academic Press.
• Lyon, G., Fletcher, J. M., Shaywitz, S., Shaywitz, B., Torgesen, J., Wood, F., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. Rethinking special education for a new century, 259-287.‏
• McBride, C. (2019). Coping with dyslexia, dysgraphia and ADHD: A global perspective. Routledge.‏
• Miller, J., & Schwanenflugel, P. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading research quarterly, 43(4), 336-354.‏ https://doi.org/10.1598/RRQ.43.4.2
• Nagler, T., Zarić, J., Kachisi, F., Lindberg, S., & Ehm, J. H. (2021). Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of Dyslexia, 71(3), 458-482.‏ https://doi.org/10.1007/s11881-021-00229-x
• National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.‏
• Nemt-allah, M., & Darwesh, A. (2024). Fostering Flexible Minds: The Effect of Probing Questions in Enhancing Divergent Thinking in Geography. Journal of Palestine Ahliya University for Research and Studies, 3(2), 45-57.‏ https://doi.org/10.59994/pau.2024.2.45
• Norton, E., & 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.‏ https://doi.org/10.1146/annurev-psych-120710-100431
• Ozernov-Palchik, O., Sideridis, G., Norton, E., Beach, S., Wolf, M., Gabrieli, J., & Gaab, N. (2022). On the cusp of predictability: Disruption in the typical association between letter and word identification at critical thresholds of RAN and phonological skills. Learning and Individual Differences, 97, Article 102166.‏ https://doi.org/10.1016/j.lindif.2022.102166
• Quirk, M., & Schwanenflugel, P. (2004). Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs. Literacy Research and Instruction, 43(3), 1-19.‏ https://doi.org/10.1080/19388070509558408
• Rakhlin, N., Mourgues, C., Cardoso-Martins, C., Kornev, A., & Grigorenko, E. (2019). Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography. Contemporary educational psychology, 56, 250-261.‏ https://doi.org/10.1016/j.cedpsych.2018.12.002
• Rasinski, T., Padak, N., McKeon, C., Wilfong, L., Friedauer, J., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27.‏ https://doi.org/10.1598/JAAL.49.1.3
• Robinson, M., & Meisinger, E. (2022). The relation among phonological processing, oral and silent reading fluency, and reading comprehension for students with dyslexia: a longitudinal investigation. Reading & Writing Quarterly, 38(5), 436-453.‏ https://doi.org/10.1080/10573569.2021.1972880
• Ryan, R., & Deci, E. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.‏ https://doi.org/10.1006/ceps.1999.1020
• Ryan, R., & Deci, E. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
• Samuels, S. (2006). Toward a Model of Reading Fluency. In S. Samuels & A. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). International Reading Association.
• Taylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary educational psychology, 39(4), 342-358.‏ https://doi.org/10.1016/j.cedpsych.2014.08.002
• Vander Stappen, C., Dricot, L., & Van Reybroeck, M. (2020). RAN training in dyslexia: Behavioral and brain correlates. Neuropsychologia, 146, Article 107566.‏ https://doi.org/10.1016/j.neuropsychologia.2020.107566
• Vo, T., Ullrich-French, S., & French, B. (2021). Psychometric properties of the academic intrinsic motivation scale in a high school context. Journal of Psychoeducational Assessment, 39(3), 354-360.‏ https://doi.org/10.1177/0734282920975526
• Willcutt, E., Pennington, B., Olson, R., & DeFries, J. (2007). Understanding comorbidity: A twin study of reading disability and attention‐deficit/hyperactivity disorder. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 144(6), 709-714.‏ https://doi.org/10.1002/ajmg.b.30310
• Wong, A. (2023). Refiguring Speech: Late Victorian Fictions of Empire and the Poetics of Talk. Stanford University Press.‏
• Young, C., Lagrone, S., & McCauley, J. (2020). Read like me: An intervention for struggling readers. Education Sciences, 10(3), Article 57.‏ https://doi.org/10.3390/educsci10030057