Rapid Automatic Naming Performance of Young Spanish–English Speaking Children
The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking dual language learners (DLLs) and to examine the relationship between children’s performance on RAN and other standardized language and literacy assessments. A t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2017-08-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/2/3/13 |
| _version_ | 1798027019699617792 |
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| author | Carla L. Wood Kristina N. Bustamante Lisa M. Fitton Dana M. Brown Yaacov Petscher |
| author_facet | Carla L. Wood Kristina N. Bustamante Lisa M. Fitton Dana M. Brown Yaacov Petscher |
| author_sort | Carla L. Wood |
| collection | DOAJ |
| description | The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking dual language learners (DLLs) and to examine the relationship between children’s performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish–English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish–English speaking DLLs. |
| first_indexed | 2024-04-11T18:45:41Z |
| format | Article |
| id | doaj.art-d68c115b334443749e4da823403f9d59 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-04-11T18:45:41Z |
| publishDate | 2017-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-d68c115b334443749e4da823403f9d592022-12-22T04:08:51ZengMDPI AGLanguages2226-471X2017-08-01231310.3390/languages2030013languages2030013Rapid Automatic Naming Performance of Young Spanish–English Speaking ChildrenCarla L. Wood0Kristina N. Bustamante1Lisa M. Fitton2Dana M. Brown3Yaacov Petscher4School of Communication Science and Disorders; Florida State University, 201 W. Bloxham, Tallahassee, FL 32306, USASchool of Communication Science and Disorders; Florida State University, 201 W. Bloxham, Tallahassee, FL 32306, USASchool of Communication Science and Disorders; Florida State University, 201 W. Bloxham, Tallahassee, FL 32306, USASchool of Communication Science and Disorders; Florida State University, 201 W. Bloxham, Tallahassee, FL 32306, USAFlorida Center for Reading Research, 2010 Levy Ave., Suite 100, Florida State University, Tallahassee, FL 32310, USAThe aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish–English speaking dual language learners (DLLs) and to examine the relationship between children’s performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish–English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish–English speaking DLLs.https://www.mdpi.com/2226-471X/2/3/13developmental assessmentearly literacyEnglish as a second language |
| spellingShingle | Carla L. Wood Kristina N. Bustamante Lisa M. Fitton Dana M. Brown Yaacov Petscher Rapid Automatic Naming Performance of Young Spanish–English Speaking Children Languages developmental assessment early literacy English as a second language |
| title | Rapid Automatic Naming Performance of Young Spanish–English Speaking Children |
| title_full | Rapid Automatic Naming Performance of Young Spanish–English Speaking Children |
| title_fullStr | Rapid Automatic Naming Performance of Young Spanish–English Speaking Children |
| title_full_unstemmed | Rapid Automatic Naming Performance of Young Spanish–English Speaking Children |
| title_short | Rapid Automatic Naming Performance of Young Spanish–English Speaking Children |
| title_sort | rapid automatic naming performance of young spanish english speaking children |
| topic | developmental assessment early literacy English as a second language |
| url | https://www.mdpi.com/2226-471X/2/3/13 |
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