Caroline Vander Stappen|Marie Van Reybroeck
Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study
UCLouvain|UCLouvain
phonological awareness pa rapid automatized naming ran shown powerful predictors reading achievement across many languages however literature remains unclear whether ran independent pa b specific influences pa ran reading spelling c efficacy ran intervention study aims address issues means intervention design precisely objectives determine whether training one competence involves effect b examine whether intervention based oral abilities pa vs ran could improve word reading word spelling performances c assess efficacy ranobjects intervention thirtysix frenchspeaking second graders two belgian elementary schools divided two groups received either pa ranobjects intervention twentyfiveminute lessons took place school twice week period 2 months groups compared multiple experimental measures pa ran word reading word spelling immediately intervention 6 months later results showed specific efficacy two interventions participants trained one ability outperforming group specific ability posttest moreover pa intervention revealed transfer effects sublexical processes spelling ran intervention enhanced word reading speed finally results demonstrated efficacy ranobjects intervention first time findings provide new piece evidence showing independence pa ran process influencing acquisition literacy skills different way efficacy specific transfer effects interventions open new perspectives prevention targeted remediation reading disabilities