The rapid automatized naming of quantities and its associations with the other RAN tasks and arithmetic and reading fluency in grades 3 to 6

Abstract

This study focused on the numerical serial naming task—rapid automatized naming of quantities (RAN quantities). The first aim was to evaluate the reliability and validity of RAN quantities in the context of the four standard RAN tasks (objects, letters, digits, and colors). The second aim was to examine to what extent RAN quantities is associated with arithmetic and reading fluency. The participants were 713 Finnish children in Grades 3 to 6. The results showed a two-factor structure with alphanumeric and non-alphanumeric factors, suggesting that RAN quantities covers components of both symbolic and semantic aspects of RAN. In addition, RAN quantities was uniquely associated with arithmetic fluency above and beyond RAN digits. Interestingly, an association was also found with reading fluency, even when controlling for RAN digits and objects. The findings suggest that the inclusion of RAN quantities extends the RAN assessment instrument in a meaningful way.