Response variability in rapid automatized naming predicts reading comprehension

Abstract

A total of 37 children ages 8 to 14 years, screened for word-reading difficulties (23 with attention-deficit/hyperactivity disorder, ADHD; 14 controls) completed oral reading and rapid automatized naming (RAN) tests. RAN trials were segmented into pause and articulation time and intraindividual variability. There were no group differences on reading or RAN variables. Color- and letter-naming pause times and number-naming articulation time were significant predictors of reading fluency. In contrast, number and letter pause variability were predictors of comprehension. Results support analysis of subcomponents of RAN and add to literature emphasizing intraindividual variability as a marker for response preparation, which has relevance to reading comprehension.

Keywords:

• Reading
• Attention-deficit/hyperactivity disorder
• Dyslexia
• Comprehension
• Executive function
• Variability

Acknowledgments

Portions of this manuscript were written as part of the Honors Thesis (J.L.) in the Department of Psychology and Brain Sciences at Johns Hopkins University and were presented as a poster at the 35th Annual Meeting of the International Neuropsychological Society in Portland, Oregon, 9 February, 2007. Appreciation is expressed to Terry Levine, April Materek, and Cristine Prahme for their assistance assessing participants, and to Becca Martin for her assistance with manuscript preparation. We would also like to thank Graham Neuhaus for her assistance and guidance in the early phases of this study. Supported by HD-24061 (Developmental Disabilities Research Center), R01 NS043480, P50 HD 52121, and the Johns Hopkins University School of Medicine Institute for Clinical and Translational Research, an NIH/NCRR CTSA Program, UL1-RR025005.