Examining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Students

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dc.contributor.authorKeskin, Hasan Kağan
dc.contributor.authorKaradağ, Özay
dc.contributor.authorKöksal, Mustafa Serdar
dc.date.accessioned2023-07-26T11:57:22Z
dc.date.available2023-07-26T11:57:22Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThe aim of this study was to determine the effectiveness of Rapid Automatized Naming (RAN) and reading skills in distinguishing gifted students from their non-gifted peers. A total of 260 third grade students participated in the study. Of these students, 144 were gifted, while the others were not. As the data collection tools, personal information form, reading text, and the RAN test were used. The RAN test scores (time for naming shapes, colors, numbers, and letters), reading speed, and rate of accuracy in reading were the main variables of the research. In the research, correlational research was used as the method, logistic regression and MANOVA were used for the data analysis. The results of the study showed that all predictive variables (reading rate, reading accuracy, time for naming shapes and time for naming numbers) are significant predictors of giftedness, except for variables related to time for naming letters and colors, and that there was a statistically significant difference between gifted and nongifted students in terms of the RAN scores regarding all sub-tests and reading variables. According to the research findings, it can be suggested that evidence on time for naming numbers and shapes, reading rate, and accuracy skills can be used as additional supporting components in distinguising gifted students from their non-gifted peers.en_US
dc.identifier.doi10.1891/JCEP-2021-0006
dc.identifier.endpage79en_US
dc.identifier.issn1945-8959
dc.identifier.issn1810-7621
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85133162489en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage64en_US
dc.identifier.urihttps://doi.org/10.1891/JCEP-2021-0006
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13147
dc.identifier.volume21en_US
dc.identifier.wosWOS:000815808500005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKeskin, Hasan Kağan
dc.language.isoenen_US
dc.publisherSpringer Publishing Coen_US
dc.relation.ispartofJournal of Cognitive Education and Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectNeuropsychological Assessment; Cognitive Assessment; Intelligence; Psychology; Giftedness; Cognitive Educationen_US
dc.subjectPhonological Awareness; Speed; Fluency; Ran; Intelligence; Children; Serialen_US
dc.titleExamining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Studentsen_US
dc.typeArticleen_US

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