An Exploration of the Rapid Automatic Naming Test as Administered to Brazilian Children

2019 ◽  
Vol 72 (4) ◽  
pp. 316-324
Author(s):  
Tais de Lima Ferreira-Mattar ◽  
Rauni Jandé Roama-Alves ◽  
Fernanda Araceli Gomes ◽  
Thais Freire ◽  
Sylvia Maria Ciasca ◽  
...  
Keyword(s):  
Rapid Automatic Naming ◽  
Naming Test ◽  
Brazilian Children

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

scholarly journals Does self-correction in the Rapid Naming Test reflect cognitive and language performance in teens?

Revista CEFAC ◽  
2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Luciana Cássia de Jesus ◽  
Vanessa de Oliveira Martins-Reis ◽  
Luciana Mendonça Alves
Keyword(s):  
Public Schools ◽  
Executive Functions ◽  
Visual Stimulation ◽  
Statistical Tests ◽  
Assessment Instrument ◽  
Rapid Naming ◽  
Significance Level ◽  
Rapid Automatic Naming ◽  
Belo Horizonte ◽  
Naming Test

ABSTRACT Objective: to describe the occurrence of self-correction among adolescents in the rapid automatic naming test and the influence of schooling, type of visual stimulation and cognitive and language skills. Methods: 83 typical adolescents from 11 to 16 years old, enrolled from 6th to 9th grade of two public schools in Belo Horizonte participated in the study. The following tests were applied: rapid automatic naming, NEUPSILIN Brief Neuropsychological Assessment Instrument and Boston Naming. During rapid naming, substitutions and self-correction were accounted for. The variation in the number of errors, with and without self-correction, was related to schooling, functions and skills evaluated. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: individuals who made no mistakes had a better performance in attention, executive functions, memory, and vocabulary than those who made. Adolescents who performed self-correction were better at attention than those who did not correct themselves. Non-alphanumeric stimuli presented a higher occurrence of self-correction. Non-alphanumeric and alphanumeric tasks differed in terms of number of errors, both with and without self-correction. Adolescents from the early and late years of middle school differed regarding self-correction in the task of naming letters. Conclusion: self-correction was frequent in the evaluated sample and differentiated the group of adolescents who self-corrected or not, regarding attention, executive functions and vocabulary.

Rapid Automatic Naming Test

1974 ◽  
Author(s):  
Martha Bridge Denckla ◽  
Rita Rudel
Keyword(s):  
Rapid Automatic Naming ◽  
Naming Test

Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

Boston Naming Test--Turkish Version

2018 ◽  
Author(s):  
Ayten Ekinci Soylu ◽  
Banu Cangöz
Keyword(s):  
Turkish Version ◽  
Boston Naming Test ◽  
Naming Test

THE SPECTRUM OF MÖBIUS SEQUENCE IN 32 BRAZILIAN CHILDREN

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
SE Kliemann ◽  
M Goldchmit ◽  
J Kobayasi ◽  
S Rosemberg
Keyword(s):  
Brazilian Children
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