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Scientific Studies of Reading Volume 14, 2010 - Issue 3
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Original Articles

Visual Processing Deficits in Children With Slow RAN Performance

Rhona Stainthorp University of Reading
,
Morag Stuart Institute of Education, University of London
,
Daisy Powell Roehampton University
,
Philip Quinlan University of York
&
Holly Garwood Birkbeck College University of London
Pages 266-292 | Published online: 06 May 2010

Figures & data

FIGURE 1 Model of visual naming. Adapted from CitationWolf, Bowers, and Biddle (2000). Reprinted by permission of SAGE Publications.

FIGURE 1 Model of visual naming. Adapted from CitationWolf, Bowers, and Biddle (2000). Reprinted by permission of SAGE Publications.

FIGURE 2 RAN processes compared with the Dual Route Cascade (DRC) model.

FIGURE 2 RAN processes compared with the Dual Route Cascade (DRC) model.

TABLE 1 Mean (SD) Raw Scores on PA, PM, and RAN Core Subtests of the Comprehensive Test of Phonological Processing, Chronological Age, Scaled Scores on the Block Design and Vocabulary Subtests of the WISC–III–R, and BAS Word Reading Standard Scores and Raw Scores for Low RAN and Controls Groups

TABLE 2 Mean (SD) Reaction Times (msec) for Experiment 1 (Simple Reaction Time)

FIGURE 3 Simple visual features stimuli used in Experiment 2(a).

FIGURE 3 Simple visual features stimuli used in Experiment 2(a).

FIGURE 4 Letter-like form stimuli used in Experiments 2(b) and 3 (from CitationGibson et al., 1962).

FIGURE 4 Letter-like form stimuli used in Experiments 2(b) and 3 (from CitationGibson et al., 1962).

TABLE 3 Mean (SD) Accuracy Scores (Proportion Correct), Mean Reaction Times for Correct Responses (msec) and Adjusted Means (and Standard Errors) After Controlling for Simple Reaction Time (SRT) Measures (Experiment 1) for Experiment 2 Same/Different Judgment Task: (a) Simple Visual Features, (b) Letter-Like Forms and (c) Letters

TABLE 4 Adjusted Mean Reaction Times (SE) for Correct Responses (msec) for Visual Discrimination of Letter-Like Forms (Experiment 2(b)) and Visual Discrimination of Letters (Experiment 2(c)) After Controlling for Simple Reaction Time (SRT), and RTs for Discrimination of Simple Visual Features (Experiment 2(a))

TABLE 5 Adjusted Mean (SE) Reaction Times for Experiment 2(a) After Controlling for SRT and BAS Word Reading Raw Scores

TABLE 6 Mean (SD) Accuracy Scores (Proportion Correct), Adjusted Mean Reaction Times (Standard Errors) for Correct Responses (msec) for Visual Discrimination of Letter-Like Forms With a Memory Component (Experiment 3) (After Controlling for SRT [Experiment 1] and Adjusted Means [SE] After Controlling for SRT and RTs for Discrimination of Simple Visual Features [Experiment 2(a)])

TABLE 7 Mean (SD) Reaction Times (msec) for the Auditory Reaction Time Task (Experiment 4(a))

TABLE 8 Mean (SD) Accuracy Scores (Proportion Correct) and Adjusted Mean RTs for Correct Responses (msec) (SE) for the Auditory Same/Different Judgment Task (Experiment 4(b)) After Controlling for Auditory Simple RT (Experiment 4(a))

TABLE 9 Hierarchical Regression Analysis of SRT, (Vis Discrim), and RAN on British Ability Scales (BAS) Word Reading Showing First Order Correlations Between All Variables, Standardized and Unstandardized Coefficients (at the Final Step), and Change in R 2 as well as R, R 2, and Adjusted R2 (at the Final Step)

Related Research Data

How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis
Source: Informa UK Limited
RAN AND SPELLING
Source: Wiley
Effectiveness of a Computer-assisted Intervention
Source: Wiley

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