Rapid Automatic Naming Performance of Young Spanish–English Speaking Children
AbstractThe 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. View Full-Text
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Wood, C.L.; Bustamante, K.N.; Fitton, L.M.; Brown, D.M.; Petscher, Y. Rapid Automatic Naming Performance of Young Spanish–English Speaking Children. Languages 2017, 2, 13.
Wood CL, Bustamante KN, Fitton LM, Brown DM, Petscher Y. Rapid Automatic Naming Performance of Young Spanish–English Speaking Children. Languages. 2017; 2(3):13.Chicago/Turabian Style
Wood, Carla L.; Bustamante, Kristina N.; Fitton, Lisa M.; Brown, Dana M.; Petscher, Yaacov. 2017. "Rapid Automatic Naming Performance of Young Spanish–English Speaking Children." Languages 2, no. 3: 13.
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