Exploring the Reading-RAN-Math Connection
Rapid automated naming (RAN) is a task that measures how quickly
one can name a series of repeated, alternating pictures or symbols.
This deceptively simple task is universally predictive of dyslexia.
It not only predicts reading, but also calculation skill.
Therefore, it seems plausible that these three seemingly unrelated
tasks— reading, picture naming, and math calculations—share a
common processing component that is particularly challenging for
individuals with dyslexia. This study examines the effects of
semantic and phonological representations of words on a series of
experimental RAN tasks designed for this study. Relationships
between RAN and multiple tasks of math and reading are also
Bilingual RAN and the Weaker Links Hypothesis
For people who use two languages, the total time spent using each
language is obviously divided. So, bilinguals have less total
practice time in each language compared to monolinguals. Because of
this divided practice, bilinguals are thought to have mental
representations of words in both languages that are less
specified(weaker)than those of monolinguals. If RAN performance is
sensitive to underlying representations of words, then monolinguals
should show an advantage over bilinguals on this task. This study
tests this hypothesis and also explores how language proficiency
impacts bilingual naming speed, phonological processing, working
memory, and executive function skills in bilinguals speaking
English as a second language.