Rapid Automatized Naming as a Predictor of Children's Reading Performance: What Is the Role of Inattention?

• Other Authors: Cantor, Brenlee Gayle (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Psychology
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0094

The purpose of this study was to determine if children's performance on rapid automatic naming (RAN) tasks served as a mediator in the relation between inattention and reading. Although previous studies have produced mixed results when examining the relation between naming performance and ADHD, ADHD has typically been defined using DSM IIIR or DSM IV criteria, which do not require individuals to evidence symptoms of inattention. This study expands the literature by focusing on inattention, the component of ADHD that has been shown to be most related to reading. Children from second to fourth grade classrooms completed two individual testing sessions which included assessment of their phonological awareness, naming (RAN-letters, RAN-digits, RAN-objects, RAN-colors), and reading ability. Inattention was assessed using both the Conners Continuous Performance Task (CPT; Conners, 2000) and parent ratings. Relations between inattention, naming, phonological awareness and reading were examined using correlation and hierarchical regression analyses. Consistent with previous research, performance on RAN-letters and RAN-digits, but not performance on RAN-objects and RAN-colors, was related to children's scores on reading measures. Although CPT performance was associated with phonological awareness in this study, neither performance on the CPT nor parent-ratings of attention was associated with children's performance on the RAN tasks. Consequently, the results of this study failed to find support for the hypothesis that naming performance mediates the relation between inattention and reading outcomes. === A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Degree Awarded: Summer Semester, 2009. === Date of Defense: May 21, 2009. === Conners CPT, Parent rating, ADHD, Inattention, Reading, Rapid Automatized Naming, Rapid Automatic Naming === Includes bibliographical references. === Christopher J. Lonigan, Professor Directing Dissertation; Laura Lang, Outside Committee Member; Ellen Berler, Committee Member; Janet Kistner, Committee Member; Rick Wagner, Committee Member.