Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French.
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| Title: | Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French. |
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| Authors: | Vander Stappen, Caroline1 caroline.vanderstappen@uclouvain.be, Reybroeck, Marie Van1 marie.vanreybroeck@uclouvain.be |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Jul2022, Vol. 57 Issue 3, p1065-1083. 19p. 5 Charts, 2 Graphs. |
| Subject Terms: | *Phonological awareness, *Comprehensive instruction (Reading), *Language acquisition, Analysis of variance, Multiple regression analysis |
| Abstract: | Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross‐sectional and focus on reading development predictors, with relatively little emphasis on spelling achievement. The present study aims to address these issues with a cross‐sequential design conducted among French‐speaking beginning readers. Participants from kindergarten (n = 66) and Grade 1 (n = 87) were assessed with PA and RAN objects considering accuracy and speed. One year later, in Grade 1 or Grade 2, they were tested in word reading and spelling. ANOVAs showed a developmental change occurring in word reading and spelling between Grade 1 and Grade 2, going from phonological processing to orthographic processing. Hierarchical multiple regressions indicated that both PA and RAN predicted word reading and spelling in Grade 1, with a stronger proportion of the variance explained by RAN. In Grade 2, only PA explained the literacy outcomes, with a greater amount of the word spelling variance explained compared to the word reading variance. Our findings showed that PA and RAN contribute distinctively to word reading and spelling acquisition, suggesting that they represent independent processes. RAN's greater importance for early literacy skills (Grade 1) suggests that it accounts for the early processes implied in phonological processing. The longer‐lasting predictive value of PA (Grades 1 and 2) provides evidence of its importance for phonological and orthographic processing, especially in spelling. Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross‐sectional and focus on reading development predictors, with relatively little emphasis on spelling achievement. The present study aims to address these issues with a cross‐sequential design conducted among French‐speaking beginning readers. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157693750 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vander+Stappen%2C+Caroline%22">Vander Stappen, Caroline</searchLink><relatesTo>1</relatesTo><i> caroline.vanderstappen@uclouvain.be</i><br /><searchLink fieldCode="AR" term="%22Reybroeck%2C+Marie+Van%22">Reybroeck, Marie Van</searchLink><relatesTo>1</relatesTo><i> marie.vanreybroeck@uclouvain.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Jul2022, Vol. 57 Issue 3, p1065-1083. 19p. 5 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross‐sectional and focus on reading development predictors, with relatively little emphasis on spelling achievement. The present study aims to address these issues with a cross‐sequential design conducted among French‐speaking beginning readers. Participants from kindergarten (n = 66) and Grade 1 (n = 87) were assessed with PA and RAN objects considering accuracy and speed. One year later, in Grade 1 or Grade 2, they were tested in word reading and spelling. ANOVAs showed a developmental change occurring in word reading and spelling between Grade 1 and Grade 2, going from phonological processing to orthographic processing. Hierarchical multiple regressions indicated that both PA and RAN predicted word reading and spelling in Grade 1, with a stronger proportion of the variance explained by RAN. In Grade 2, only PA explained the literacy outcomes, with a greater amount of the word spelling variance explained compared to the word reading variance. Our findings showed that PA and RAN contribute distinctively to word reading and spelling acquisition, suggesting that they represent independent processes. RAN's greater importance for early literacy skills (Grade 1) suggests that it accounts for the early processes implied in phonological processing. The longer‐lasting predictive value of PA (Grades 1 and 2) provides evidence of its importance for phonological and orthographic processing, especially in spelling. Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross‐sectional and focus on reading development predictors, with relatively little emphasis on spelling achievement. The present study aims to address these issues with a cross‐sequential design conducted among French‐speaking beginning readers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.461 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1065 Subjects: – SubjectFull: Phonological awareness Type: general – SubjectFull: Comprehensive instruction (Reading) Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Analysis of variance Type: general – SubjectFull: Multiple regression analysis Type: general Titles: – TitleFull: Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vander Stappen, Caroline – PersonEntity: Name: NameFull: Reybroeck, Marie Van IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 19362722 Numbering: – Type: volume Value: 57 – Type: issue Value: 3 Titles: – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.) Type: main |
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