Department of Child and Adolescent Psychiatry, New York University Child Study Center, NY 10016, USA.
Arch Clin Neuropsychol. 2011 Apr;26(3):214-24. doi: 10.1093/arclin/acr014. Epub 2011 Mar 20.
The current study examined the relation between attention, rapid automatized naming (RAN), and reading fluency among typically developing children. A total of 104 third- and fourth-grade children (8-11 years of age) completed RAN measures consisting of four stimuli (letter, digit, color, and object) and an oral reading fluency measure from the Gray Oral Reading Test-Fourth Edition. Correlational and hierarchical regression analyses revealed that all four RAN stimuli, particularly letter RAN, were significant predictors of reading fluency. Additionally, parent and teacher ratings of inattention from the Swanson, Nolan and Pelham-Version Four rating scale predicted RAN after controlling for gender, working memory, and estimated IQ. Further analyses indicated that RAN performance mediated the relation between inattention and reading fluency. Results support the need to consider attentional variables when assessing reading performance, even among typically developing children.
本研究考察了正常发展儿童的注意力、快速自动命名（RAN）和阅读流畅性之间的关系。共有 104 名三、四年级儿童（8-11 岁）完成了 RAN 测试，测试内容包括四个刺激物（字母、数字、颜色和物体）和来自 Gray 阅读测试第四版的口头阅读流畅性测试。相关和层次回归分析表明，所有四个 RAN 刺激物，特别是字母 RAN，是阅读流畅性的重要预测因素。此外，在控制性别、工作记忆和估计智商后，来自斯旺森、诺兰和佩勒姆第四版评定量表的注意力不集中的家长和教师评定，也可以预测 RAN。进一步的分析表明，RAN 表现在注意力不集中和阅读流畅性之间的关系中起中介作用。研究结果支持在评估阅读表现时考虑注意力变量的必要性，即使是在正常发展的儿童中也是如此。
