Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.

ABSTRACT: Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects' intervention. Thirty-six French-speaking second graders, from two Belg

SUBMITTER: Vander Stappen C 

PROVIDER: S-EPMC5859220 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature