Full Answer
What are other words instead of ran?
Synonyms for RAN: dashed, galloped, jogged, scampered, sprinted, tripped, trotted, bolted; Antonyms for RAN: backed up, crawled, crept, poked, hardened, set ...
What are some synonyms for run?
Synonyms for RUN: dash, gallop, jog, scamper, sprint, trip, trot, bolt; Antonyms for RUN: back up, crawl, creep, poke, harden, set, solidify, cut
What is a synonym for the word ran?
Synonyms for ran in Free Thesaurus. Antonyms for ran. 1016 synonyms for run: race, speed, rush, dash, hurry, career, barrel (along), sprint, scramble, bolt, dart ...
What is the noun for ran?
Nouns for ran include ran, run, runaholic, runaholics, runathon, runathons, runaway, run-away, runaways, run-aways, runholder, runholders, runner, runners, runniness ...
What does "running errands" mean?
11 : to do something by or as if by running I'm running errands.
Where does the past tense run?
The past tense run still survives in speech in southern England and in the speech especially of older people in some parts of the U.S. It was formerly used in literature, and was a standard variant in our dictionaries from 1828 until 1934. Grammarians have generally opposed it, and many people consider it nonstandard.
What does "run" mean for kids?
Kids Definition of run (Entry 2 of 2) 1 : an act or the action of running He took the dog for a run. 2 : a score made in baseball by a base runner reaching home plate. 3 : an enclosure for animals where they may feed and exercise. 4 : the usual or normal kind It's like the usual run of shops.
What does "run home" mean?
2 : to go rapidly or hurriedly She ran home to get her book.
Is the past tense run still used?
The past tense run still survives in speech in southern England and in the speech especially of older people in some parts of the U.S. It was formerly used in literature, and was a standard variant in our dictionaries from 1828 until 1934. Grammarians have generally opposed it, and many people consider it nonstandard. Just about everybody uses ran in writing now.
Is "rinna" a verb?
Middle English ronnen, alteration of rinnen, intransitive verb (from Old English iernan, rinnan & Old Norse rinna) & of rennen, transitive verb, from Old Norse renna; akin to Old High German rinnan, intransitive verb, "to run," Sanskrit riṇāti "he causes to flow," and probably to Latin rivus "stream"
What does "past tense" mean?
To have utilized or employed a tangible object. Past tense for to retreat from something frightening or dangerous. Past tense for to chase after (something) Past tense for to maintain the operations of. Past tense for to extend or cause to extend in a particular direction.
What does "past" mean in the dictionary?
Past tense for to pass or cause to pass quickly in a particular direction. Past tense for to continue or be valid or operative for a particular period of time. Past tense for to publish or be published in a newspaper or magazine. Past tense for to associate or be friends with.
What does it mean when you run?
When you run, you move along quickly, and for a long time if you're running a marathon. You can also run a campaign or a business — you make them function.
What is a screen test?
screen test. a filmed audition of an actor or actress.
What is RAN-RAS test?
Standardized tests such as the Comprehensive Test Of Phonological Processing (CTOPP) and RAN-RAS (Rapid Automatized Naming-Rapid Alternating Stimulus) assess rapid automatic naming of pictured items, numbers, and letters. Once you have formally tested your student’s difficulty with rapid naming or word retrieval, you may wish to probe a little further. Below are several questions to consider as you are conducting your dynamic assessment:
How to teach rapid automatic naming?
Curriculum relevant activities interspersed with high interest topics and games will provide the necessary motivation for students to work on rapid automatic naming. For example, you may begin with the student writing down as many chemicals on the periodic table in one minute as possible (after he has become quite familiar with them). After that, you could teach a strategy that incorporates his learning style and “retest” the same set of elements using the strategy. Ask the student to compare the number of words and to assess the effectiveness of this strategy. (Remember, you may have to try a few strategies before you find the “right fit”.) If your student is interested in sports, you might turn to the “sports section” of a picture dictionary and cover up the written words. You could ask him to name all of the sports in the pictures (as quickly as possible). You could repeat this activity for “sports equipment,” “cars,” or whatever the student is interested in. The Internet is a great source of pictures as well. You can type a category into Google images and use those as stimuli. It is important to pick a topic that the student is “an expert” in, so that all of tasks are addressing automaticity for previous knowledge.
How can word retrieval and rapid automatic naming be improved?
Word retrieval and rapid automatic naming can be improved through high interest tasks. Moreover, students who learn meta-cognitive skills will be more apt to self-cue and carryover new skills. An individualized approach that takes the student’s learning preferences into consideration will help him or her to automatically navigate in the high-speed world of words that we live in. Success starts here!
Do word retrieval games require time constraints?
There are a host of games that require word retrieval and place time constraints on the students (bear in mind that you can alter the rules or adjust the timers to make the games more accessible for your students). Several rapid naming/word retrieval games are listed below. Password.
What is a RAN test?
Part of this view consists of RAN as tapping into the phonological system by measuring the rate of retrieval of phonological information in long term memory. "The theoretical underpinnings being that, beyond the precision or accuracy of the grapheme–phoneme representations itself, rapid access to phonological representations is the main prerequisite to develop automaticity in reading a transparent writing system".
Why is RAN used in reading?
Today RAN is frequently used as a clinical instrument for diagnosing reading disabilities in children . It is often used to predict category membership in reading group sub-types. Some concerns with diagnosis using rapid automatized naming arise because it assesses a wide range of cognitive skills. Speed and accuracy can be influenced by many different processing mechanisms and variables, including the perceived speed of the object to be named. Another concern is identifying which cognitive mechanisms are shared with reading. It is not clear whether RAN is testing orthographic knowledge or whether it is testing phonological processing.
What is discrete RAN testing?
In discrete RAN testing each individual symbols' naming latency is measured. The naming latency consists of the mean time from presentation to articulation of symbol. It is scored using the mean naming latency of all symbols. Some theorists believe that discrete RAN testing reflects the retrieval of phonological code from memory which can also be referred to as lexical access speed.
Why is RAN important?
An alternative view is that RAN plays a larger role in measuring orthographic processing. Here RAN is believed to measure processes that are important in gaining orthographic representations. Studies have been conducted where RAN has been seen to measure reading of different kinds of words. These researchers argue that "the relationship of RAN with reading should be higher if the reading task requires more orthographic knowledge ." The results of some studies tend to support this prediction as stronger relationships were found with exception word reading.
What is rapid automatized naming?
They found some adults who suffered from a stroke were later unable to name colors despite being able to color match and having no evidence of color blindness. These individuals however were able to spell and write, indicating that their brain structures were intact and that they could generate the pathway from spoken words to visual and kinaesthetic representations. This visual-verbal disconnection led to a search for individuals who could not read and may be unable to name colors, primarily grade one students. It was found that in grade one students who could not read, color naming was possible but took much longer than color naming in children who could read.
