Development of Rapid Automatized Naming (RAN) in Simultaneous Kannada-English Biliterate Children

RAN tests were administered to 600 typically developing children, 60 each from grade level one through grade ten (30 boys and 30 girls), who learn two distinct languages, English and Kannada simultaneously from the very first grade. The overall results were in accordance with similar previous studie...

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Bibliographic Details
Published in:Journal of psycholinguistic research 2016-02, Vol.45 (1), p.177-187
Main Authors: Siddaiah, Anand, Saldanha, Marita, Venkatesh, Shyamala K., Ramachandra, Nallur B., Padakannaya, Prakash
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Behavioral Science and Psychology
Biculturalism
Bilingualism
Child
Child & adolescent psychiatry
Child Development
Children
Children & youth
Cognitive Psychology
Contrastive Linguistics
Cultural differences
Cultural Influences
Disability
Dravidian Languages
Dyslexia
Early Reading
Elementary School Students
English
English language
European languages
Female
Humans
Hyperactivity
Hypotheses
Individualized Instruction
Kannada language
Language
Language Acquisition
Language culture relationship
Language Processing
Language Research
Language Tests
Language Usage
Language use
Learning
Linguistics
Literacy
Male
Multilingualism
Naming
Phonology
Psycholinguistics
Psychology
Reaction Time
Reading
Reading Comprehension
Reading Skills
Secondary School Students
Skills
Studies
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Description
Summary:RAN tests were administered to 600 typically developing children, 60 each from grade level one through grade ten (30 boys and 30 girls), who learn two distinct languages, English and Kannada simultaneously from the very first grade. The overall results were in accordance with similar previous studies in English and other European languages. The developmental trajectories were similar across the languages to a large extent; but the results also showed some differences across languages with respect to synchrony between the measures and the overall naming speed. Though some of the differences could be ascribed to the bilingual/biliterate culture and language use, there are enough scopes for future researches to examine these issues.
ISSN:0090-6905
1573-6555
DOI:10.1007/s10936-014-9338-y