ABSTRACT
Purpose:
to evaluate the speed of RAN in 6- to 7-year-old schoolchildren (1st year of elementary school) and evaluate the difference in Rapid Automatized Naming subtests of colors, letters, numbers and objects.
Methods:
30 children from the 1st year of public elementary schools were evaluated.
Results:
indicate significant differences for all tests of colors and letters between the ages. In other subtests there were no significant differences between digits and objects. We notice that the average performance among the four subtests indicated that the speed of RAN was better among 7 year-old children.
Conclusion:
the results point to the need of establishing the relationship between the language skills and reading and writing skills for the early identification of the direct impact of rapid automatized naming changes in the literacy process.
Keywords:
Mental Processes; Learning; Evaluation; Students
