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Neurodivergence and Reading Skills in K12: Exploring the Malleability of RAN Skills With Students With and Without Autism
Abstract
Rapid automatic naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge. Early intensive RAN interventions may minimize the number of resources that will be needed later to remediate developing reading challenges. Schools may be able to reduce the likelihood of an individual developing a reading disability or minimize the effects of one already developed if identified and intervened early. RAN and word reading efficiency was found to improve during an effective RAN intervention. This chapter discusses the Block study and how it could be conducted for the benefit of students with individualized education plans (IEP) or with other qualifying educational eligibilities including autistic-like behavior.
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