Center for Reading and Language Research, Eliot-Pearson Department of Child Development, Tufts University, Medford, Massachusetts 02155, USA.
Annu Rev Psychol. 2012;63:427-52. doi: 10.1146/annurev-psych-120710-100431. Epub 2011 Aug 11.
Fluent reading depends on a complex set of cognitive processes that must work together in perfect concert. Rapid automatized naming (RAN) tasks provide insight into this system, acting as a microcosm of the processes involved in reading. In this review, we examine both RAN and reading fluency and how each has shaped our understanding of reading disabilities. We explore the research that led to our current understanding of the relationships between RAN and reading and what makes RAN unique as a cognitive measure. We explore how the automaticity that supports RAN affects reading across development, reading abilities, and languages, and the biological bases of these processes. Finally, we bring these converging areas of knowledge together by examining what the collective studies of RAN and reading fluency contribute to our goals of creating optimal assessments and interventions that help every child become a fluent, comprehending reader.
流畅阅读依赖于一系列复杂的认知过程，这些过程必须完美协调。快速自动命名（RAN）任务为我们深入了解这个系统提供了帮助，它可以看作是阅读过程的缩影。在这篇综述中，我们研究了 RAN 和阅读流畅性，以及它们各自如何帮助我们理解阅读障碍。我们探讨了导致我们目前对 RAN 和阅读之间关系的理解的研究，以及 RAN 作为认知测量手段的独特之处。我们还探讨了支持 RAN 的自动化如何影响儿童在发展过程中的阅读能力和语言能力，以及这些过程的生物学基础。最后，我们通过研究 RAN 和阅读流畅性的综合研究对我们的目标有何贡献，来将这些知识领域联系起来，这些目标是创建最佳的评估和干预措施，帮助每个孩子成为一个流畅、理解阅读的读者。
