Boosting Reading Fluency Through Rapid Automatic Naming (RAN)

How Does RAN Work in the Brain?

Although RAN’s impact on reading is well documented, researchers continue to explore exactly how it influences literacy. Three main theories have emerged:

Phonological Retrieval Theory  

This view suggests that RAN difficulties stem from problems accessing and verbalizing phonological information—the brain’s ability to turn sounds into language. Challenges in this area can make it harder for individuals to read fluently.

Double Deficit Hypothesis

According to this theory, RAN is one component of a complex web of cognitive processes that influence reading fluency. When RAN issues are combined with poor phonemic awareness, the result is a “double deficit.” Students with this profile often face the most severe reading challenges and require more intensive intervention.

Processing Speed Deficit

Some studies propose that the root of RAN-related reading issues is an overarching deficit in processing speed. When the brain processes auditory information too slowly, it struggles to distinguish between phonemes, leading to difficulties often associated with dyslexia.

What Can Be Done to Improve Rapid Automatic Naming?