Rapid Automatised Naming Deficits and Reading Fluency of Dyslexic Pupils in Calabar Education Zone 30 47
Keywords:
Rapid Automatised Naming, Reading Rate, Reading Accuracy, Prosody, DyslexiaAbstract
This study examined influence of rapid automatised naming deficits on reading fluency among dyslexic pupils. To achieved the two objectives that were set, descriptive cross-sectional survey design was adopted. Population of the study were pupils identified with dyslexia, from which 120 participants were selected using purposive and stratified random sampling techniques. Data were collected using CTOPP-2, GORT-5, and TOWRE-2, alongside teacher checklist and demographic questionnaire. Validity was ensured through standardised instruments and expert review, while reliability coefficients exceeded .80. Collected data were coded, screened and analysed using multivariate general linear model and one-way ANOVA at .05 level of significance. Findings indicated that rapid naming in letters (Wilks’ Λ = .849, p < .001) and objects (Wilks’ Λ = .896, p = .006) significantly influenced reading fluency, while digits and colours showed no significant effect. Significant differences were observed in reading rate (F = 89.13, p < .001, η² = .604), accuracy (F = 44.48, p < .001, η² = .432), and prosody (F = 31.46, p < .001, η² = .350) across deficit levels. Based on the findings, the it was concluded that rapid automatised naming operates as differentiated construct in relation to reading fluency. It was also recommended that fluency interventions and structured screening based on naming deficits should be an annual routine.Downloads
References
Alhwaiti, M. M. (2024). Phonological awareness and rapid automatized naming: The mediating effect of word reading and spelling in children with developmental dyslexia. Folia Phoniatrica et Logopaedica, 76(1), 58–72.
Baron, A., Martins, A., Puggioni, G., & Harwood, V. (2026). Rapid automatized naming (RAN) and word reading fluency in early school-aged children: A pilot eye-tracking study. Journal of Eye Movement Research, 19(1), 16.
de Jong, P. F., & Molenaar, D. (2025). Shifting reading processes and the development of word reading fluency. Scientific Studies of Reading, 29(3), 328-349.
Gray, J. S., & Powell-Smith, K. A. (2025). Rapid automatized naming: what it is, what it is not, and why it matters. Annals of dyslexia, 75(1), 1-18.
Guerin, J. M., Droder, S., Turkelson, L., & Mano, Q. R. (2024). Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming. Dyslexia, 30(3), e1774.
Graziani, D., Capodieci, A., Casalini, C., Giaccherini, S., Scali, V., Luccherino, L., & Pecini, C. (2025). Training rapid automatized naming in children with developmental Dyslexia. Child Neuropsychology, 31(4), 519-545.
Silva, P. B., Cardoso, A. D., Serpa, A. L. D. O., Engel de Abreu, P., & Macedo, E. C. (2025). Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study. Reading Psychology, 46(8), 751- 770.
Tan, S., Deng, S., Song, X., Su, X., Zhao, J., Yang, K., ... & Li, X. (2024). Altered effective connectivity on rapid automatized naming deficits in Chinese children with developmental dyslexia: An rs-fMRI study with Ganger causality analysis. Journal of Psychiatric Research, 175, 235-242.
Xu, Z., Liu, D., & Wang, L. C. (2024). The impact of temporal processing on reading in dyslexia with rapid automatized naming deficits. Dyslexia, 30(3), e1776.
Zhao, N., Chen, J., Wei, Y., Zhang, J., Ding, G., Georgiou, G., ... & Yang, X. (2025). Rapid automatized naming neural networks in children and adults: Connections to reading and arithmetic fluency. Journal of Neurolinguistics, 75, 101266.
A Publication of Primus Academics Research Consult (PARC) ISSN: 3141-3110, EISSN: 3141-6578
Adebayo, O. O., & Marian, F. G. (2017). Reading and learning difficulties in english language among private and public primary school pupils in the federal capital territory (FCT). Nigeria. ESJ, 13, 163.
Akubuilo, F., Okorie, E. U., Onwuka, G., & Uloh-Bethels, A. C. (2015). Reading readiness deficiency in children: Causes and ways of improvement. Journal of Education and Practice, 6(24), 38-43.
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868.
Caravolas, M., Lervåg, A., Mikulajova, M., Defior, S., Seidlová-Málková, G., & Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading, 23(5), 386-402.
Agbo, I. I., Kadiri, G. C., & Ekwueme, J. (2019). Investigating the Impediments to Reading Comprehension in Junior Secondary Schools: Evidence from JSSII Students in Nsukka Metropolis. Advances in Language and Literary Studies, 10(2), 143-151.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566.
Heikkilä, R. (2015). Rapid automatized naming and reading fluency in children with learning difficulties. Jyväskylä studies in education, psychology and social research, (523).
Mangvwat, S. E., & Meshak, V. J. . (2022). Enhancing Literacy Development in Nigeria through Reading and Writing Skills Development. Journal of Education and Practice, 6(1), 48–59. https://doi.org/10.47941/jep.865
Oyetunde, T. O., Ojo, G., Korb, K. A., & Babudoh, G. (2016). Improving literacy instructional practices in primary schools in Nigeria: Strategies that work. Literacy Information and Computer Education Journal, 6(2), 2323–2328. https://doi.org/10.20533/licej.2040.2589.2016.0307
McGrath, L. M., Peterson, R. L., & Pennington, B. F. (2020). The multiple deficit model: Making sense of seemingly discrepant findings. Journal of Learning Disabilities, 53(5), 357–371. https://doi.org/10.1177/0022219420906718
Piper, B., Sitabkhan, Y., Mejia, J., & Betts, K. (2018). Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization. RTI Press. (RTI Press Occasional Paper No. OP-0053-1805). https://doi.org/10.3768/rtipress.2018.op.0053.1805
Snowling, M. J., & Hulme, C. (2021). Annual research review: Reading disorders revisited — the critical importance of oral language. Journal of Child Psychology and Psychiatry, 62(5), 635–653. https://doi.org/10.1111/jcpp.13324
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of
Learning Disabilities, 50(5), 576–590. https://doi.org/10.1177/0022219416638028
Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of
Learning Disabilities, 51(6), 612–624. https://doi.org/10.1177/0022219418775110 Victor Bassey Akpan, Michael Okaba Ataben, & Dorathy Bassey Ephraim
Ziegler, J. C., Perry, C., & Zorzi, M. (2020). Learning to read and dyslexia: From theory to intervention through personalized computational models. Current Directions in
Psychological Science, 29(3), 293–300. https://doi.org/10.1177/0963721420915873
Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for developmental dyslexia. Educational Psychology Review, 11(4), 415–438. https://doi.org/10.1207/s15326985ep3403_2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0) which allows unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Authors are responsible for obtaining permission for any third-party materials included in their article. PJIS encourages authors to acknowledge funding sources and disclose any potential conflicts of interest.
