Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color

This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children’s performance on color and black–white RAN plates. Participants were 114 Arabic-speaking third graders who were tested for word and pseudoword reading accuracy, word reading fluency, rapid automatic naming, and letter scanning and searching abilities. Comparative analyses showed that while children with dyslexia did not differ from controls on the RAN object color task, they did show slower average naming speeds than the controls on the black–white version of the objects task. Similarly, the children with dyslexia showed slower average naming speeds than controls on both the color and black–white versions of the RAN letters task. In addition, hierarchical regression analyses showed that word reading accuracy, word reading fluency and pseudoword reading were significantly predicted by RAN black-white objects and RAN letters both versions after controlling for Age, IQ and visual search. Furthermore, group predicted the interference in letter RAN but not in object RAN. Findings of the current study have implications for the positive impact of color on object-naming tasks.

• rapid automatized naming
• dyslexia
• Arabic-speaking children
• visual search
• word reading fluency
• pseudoword reading
• object naming
• reading accuracy
• naming speed

• Reading and Literacy Development
• Developmental and Educational Neuropsychology
• Language Development and Disorders
• rapid automatized naming
• dyslexia
• Arabic-speaking children
• visual search
• word reading fluency
• pseudoword reading
• object naming
• reading accuracy
• Developmental and Educational Psychology
• Neuropsychology and Physiological Psychology
• Psychology