Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.

Carioti, D., Stucchi, N., Toneatto, C., Masia, M., Broccoli, M., Carbonari, S., et al. (2022). Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children. FRONTIERS IN PSYCHOLOGY, 13, 1-17 [10.3389/fpsyg.2022.783775].

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children

Carioti D.
;
Stucchi N.;Toneatto C.;Vernice M.;Guasti M. T.;Berlingeri M.
2022

Abstract

Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.
Articolo in rivista - Articolo scientifico
developmental dyslexia (DD); heritage language; minority language; RAN; reading skills;
English
1
17
17
Carioti, D., Stucchi, N., Toneatto, C., Masia, M., Broccoli, M., Carbonari, S., et al. (2022). Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children. FRONTIERS IN PSYCHOLOGY, 13, 1-17 [10.3389/fpsyg.2022.783775].
File in questo prodotto:
File Dimensione Formato  
Carioti-2022-Front Psychol-VoR.pdf

accesso aperto

Descrizione: Original Research
Tipologia di allegato: Publisher’s Version (Version of Record, VoR)
Licenza: Creative Commons
Dimensione 1.15 MB
Formato Adobe PDF
1.15 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/400431
Citazioni
  • Scopus 1
  • ???jsp.display-item.citation.isi??? 1
Social impact