ArticleFrontiers in psychology2022
Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed, 18 citations in OpenAlex.
- Motion perception and eye movements predict reading readiness: Evidence from pre-readers in an action video game task.iScience · 2026Article
- Multimodal investigation of the neurocognitive deficits underlying dyslexia in adulthood.Cerebral cortex (New York, N.Y. : 1991) · 2025Article
- Linguistic and Cognitive Abilities in Children with Dyslexia: A Comparative Analysis.European journal of investigation in health, psychology and education · 2025Article
- The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children.Annals of dyslexia · 2023Article
- What predicts word reading in Arabic?Frontiers in psychology · 2023Article
- Identifying the risk of dyslexia in bilingual children: The potential of language-dependent and language-independent tasks.Frontiers in psychology · 2022Article
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13 authors at 2 institutions in 1 country.
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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.
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