It assess children's and adolescent's ability to percieve a visual symbol and name it accurately and rapidly, effectively aiding in the identification of children who have reading disabilities. A rapid, alternating stimulus (RAS) naming measure was designed to study the developing ability in dyslexic readers to direct attention to contextual patterns while performing a rapid serial naming task. RAS performances differentiate both average from impaired readers and dyslexic subgroups from each other.
RAN and RAS are designed to:
- Measure naming speed
- Ability to perceive a visual symbol and verbally name it
- Looks at accuracy and speed of naming o 6 subtests:
- RAN Objects
- RAN Colors
- RAN Numbers
- RAN Letters
- RAS 2-set
- RAS 3-set
- Patient looks at visual presentation of different objects and has to quickly and accurately name them in order
- Used for ages 5 yo to 18 years 11 months
The use of RAN and RAS activities can help teachers to identify retrieval challenges that may interfere in student's process of reading. Some of the disadvantages include that it does not measure vocabulary knowledge nor are about recognizing letters and numbers in a complete form.
RAN/RAS scores may not tell you very much about the children needs. But RAN tests can help teachers to find out whether students have a reading problem. Another disadvantages it is also that it will be a little challenge for some students, that can make them feel stressed if we tell the student that we are taking time. We need to be careful with this and when we use this test, tell the student that she/he will have fun at reading the content.
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