What can teachers use instructional time for if a child is struggling with RAN speed?

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Using instructional time for direct oral and written language instruction is particularly beneficial when a child is struggling with retrieval speed in rapid automatic naming (RAN). This approach focuses on explicitly teaching language skills that can help the child improve their speed and efficiency in processing language. Direct instruction allows the teacher to provide tailored guidance, practice, and immediate feedback in essential areas, assisting the child in developing fluency and automaticity in language-related tasks.

Direct oral and written language instruction addresses specific deficits in language processing and aids in building the neural pathways necessary for quicker retrieval of words and information. In contrast, while creative storytelling exercises, silent reading practice, and memory games may foster certain language skills, they do not specifically target the immediate needs related to improving RAN speed as effectively as direct instruction does. These alternatives can be valuable in other contexts, but the focused nature of direct instruction provides the targeted support a struggling student needs.