Rapid Automatised Naming (RAN)
Rapid Automatised Naming (RAN)
RAN: Rapid Automatised Naming –
The ability to recall information automatically, with speed and accuracy.
Please note: Teachers should include RAN activities in the selected ERIK pathway for all students who score low on the RAN test, and/or show evidence of slow reading rate and slow processing speed/automaticity issues. Incorporate activities into your lesson rather than as a separate lesson.
Aim: To improve automatic recall of sounds, letters and words by increasing speed of recall (letters, sounds, words…) and improve blending, information recall, reading rate and comprehension.
Activities for improving RAN
▪ Bingo - matching spoken and written letters/letter clusters/ words/ sentences
▪ Snap - matching written letters/letter clusters/ words/ sentences
▪ Flashcard games - encourage student to repeat words after you, at speed or read each word if capable.
▪ Practise visual matching using flashcards -colours, letters, digits, objects, letter clusters and then words.
▪ Practise retrieving words efficiently (flashcards). The student reads the words out loud as the teacher flips through the cards. Teacher controls the speed.
▪ Nimble-Increase reading speed by having a student read in unison with a ‘buddy’/adult
▪ Start with lower-level, already-mastered sounds and focus on speed and accuracy.
▪ Read a sentence / paragraph / story aloud before having the student read it.
▪ Have parents help children practice reading at home, using this strategy.
▪ Multiple readings of the same text. Opportunity to read words automatically.
▪ For students who enjoy competition - time them reading a passage. Then encourage them to re-read the passage and beat their earlier time.
▪ RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement with Language, Orthography) a research-based fluency program
The RAN test is available on the Projects in Literacy Intervention website, go to:
Rapid Automatised Naming (RAN)
Research shows that many children learn decoding but remain unable to read fluently. As a result, they may become frustrated and may not want to read.
Wolf M., Miller L. and Donnelly K. (2000) Journal of Learning Disabilities; Jul/Aug 2000;
33, 4; Retrieval, Automaticity, Vocabulary Elaboration, Orthography
From the 1970s it has been noted that some children with specific reading difficulties respond more slowly than children without reading difficulties, when asked to name repeated sequences of letters, objects, digits or colours as quickly as possible. These tasks are known as 'Rapid Automatised Naming' (RAN) tasks. There is now a good deal of evidence from many studies that slow RAN performance is associated with poor reading in many, but not all, children with specific reading difficulties.
Several different proposals have been put forward to account for this association between slow RAN performance and reading difficulties. For example, it has been suggested that slowness in identifying letters makes it difficult for children to relate letters to their sounds fast enough to use a phonic strategy to read unfamiliar words, or to establish a 'sight' vocabulary - a store of representations of words that are instantly recognised on sight. Alternatively, there have been suggestions that rapid naming deficits merely provide additional evidence that children with reading difficulties have problems with any tasks that involve phonology - with the sound system of the language. Others have suggested that rapid naming deficits are just one example of a general difficulty in speed of processing - that is, in the speed with which any kind of mental operation can be performed.
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