Comparing the Relationships among Two Different Versions of Alphanumeric Rapid Automatized Naming and Word Level Reading Skills.

Investigates whether two different versions of the serial rapid automatized naming (RAN) task, using similar alphanumeric stimuli, would differentially predict performance on word level reading skills. Indicates that the RAN-Alternative measure explained significantly more unique variance in word recognition and orthographic-processing skills than the RAN-Traditional task. (SG)