Rapid Automatic Naming in Dual Language Contexts: Psychometric Evidence and Instructional Implications for Multilingual Learners

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Abstract:

Executive Summary: "Early literacy screening plays a critical role in identifying students who may be at risk for reading difficulties. However, most widely used screening tools were designed and normed within monolingual English-speaking populations, limiting their utility when applied to multilingual learners. This white paper presents findings from a study examining the use of Rapid Automatic Naming (RAN) within dual language contexts, with a specific focus on Spanish/English multilingual students.

While Star CBM Lectura RAN benchmarks were developed using a large, multi-state norming sample, the findings presented in this paper draw exclusively from a focused study conducted in two dual language school districts in Oregon. Although both districts offer PK–12 dual language programs, the study sample consisted specifically of students in Kindergarten through Grade 3. Using Star CBM Lectura RAN measures, the study examined student performance across four RAN task types: colors, pictures, letters, and numbers, and analyzed language response patterns alongside teacher feedback collected during administration.

Results demonstrate that RAN performance varies systematically by language of response. Students responding only in English showed faster naming speeds, followed by Spanish-only responses, while responses using both languages yielded the lowest scores. These differences reflect linguistic structure, and processing demands rather than reading ability or language proficiency, a finding consistent with cross-linguistic research on RAN and reading development (Georgiou et al., 2008; Landerl et al., 2013). Teacher feedback further highlighted the importance of interpreting RAN data through a bilingual lens, noting patterns of cross-language substitution, task-specific difficulty, and instructional relevance.

The findings suggest that RAN can be a valuable early indicator of reading risk for multilingual learners when interpreted appropriately. However, equitable use requires responsive-to-language benchmarks, careful attention to task demands, and professional learning that supports educators in distinguishing bilingual processing patterns from indicators of reading difficulty."

The study is available online.

Publication Date:
08/01/2025