title: 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.
authors.affiliation: University of California, Los Angeles, CA, USA.
authors.forename: James J
authors.initials: JJ
authors.lastname: Li
authors.forename: Laurie E
authors.initials: LE
authors.lastname: Cutting
authors.forename: Matthew
authors.initials: M
authors.lastname: Ryan
authors.forename: Monica
authors.initials: M
authors.lastname: Zilioli
authors.forename: Martha B
authors.initials: MB
authors.lastname: Denckla
authors.forename: E Mark
authors.initials: EM
authors.lastname: Mahone
mesh_terms: D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000503:physiopathology*; D002648:Child; D032882:Comprehension / Q000502:physiology*; D004410:Dyslexia / Q000209:etiology*; D001330:Electronic Data Processing / Q000379:methods*; D005260:Female; D006801:Humans; D007807:Language Tests; D008297:Male; D009275:Names; D009483:Neuropsychological Tests; D011930:Reaction Time; D011932:Reading; D014825:Vocabulary