Abstract：
Rapid automatized naming (RAN) has surged in popularity recently as an important indicator of reading difficulties, including dyslexia. Despite an extensive history of research on RAN, including recent meta-analyses indicating a unique contribution of RAN to reading above and beyond phonemic awareness, questions remain regarding RAN\'s relationship to reading. Specific questions exist regarding how PA mediates that relationship and how best to use data from RAN measures to identify risk for reading failure. Through multiple studies, we demonstrate that RAN is not merely subsumed by skills typically assessed when conducting universal screening for reading difficulties (i.e., phonemic segmentation fluency and letter naming fluency), but contributes unique information above and beyond these measures. Additionally, we discuss the process for the development of cut points for risk for Acadience RAN, along with guidance regarding how educators can interpret RAN scores as an indicator of risk for future reading difficulties. The results presented here support the idea that difficulties associated with RAN are not merely reflections of difficulties with other early literacy skills typically assessed during universal screening, but constitute separate and distinct difficulties that may precipitate later reading problems.
摘要：
快速自动化命名(RAN)最近作为阅读困难的一个重要指标，包括诵读困难.尽管有广泛的RAN研究历史，包括最近的荟萃分析，表明RAN对阅读超出音素意识的独特贡献，关于RAN与阅读的关系仍然存在问题。存在关于PA如何调解这种关系以及如何最好地使用来自RAN措施的数据来识别读取失败的风险的具体问题。通过多项研究,我们证明，在进行阅读困难的普遍筛查时，RAN不仅被通常评估的技能所包含(即，音素分割流畅性和字母命名流畅性)，但在这些措施之外提供了独特的信息。此外,我们讨论了深度RAN风险切点的制定过程，以及有关教育工作者如何将RAN分数解释为未来阅读困难风险指标的指导。此处提供的结果支持以下观点：与RAN相关的困难不仅反映了在普遍筛查期间通常评估的其他早期识字技能的困难，但构成单独和明显的困难，可能会导致以后的阅读问题。
