Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study.
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| Title: | Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study. |
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| Authors: | Silva, Patricia Botelho (AUTHOR), Cardoso, Amanda Douat (AUTHOR), Serpa, Alexandre Luiz de Oliveira (AUTHOR), Engel de Abreu, Pascale (AUTHOR), Macedo, Elizeu Coutinho (AUTHOR) |
| Source: | Reading Psychology. Nov/Dec2025, Vol. 46 Issue 8, p751-770. 20p. |
| Subjects: | Phonological awareness, Reading, Teaching methods, Orthography & spelling, Literacy education, Cognitive ability, Brazilians, Longitudinal method |
| Geographic Terms: | Brazil |
| Abstract: | This longitudinal study examined the unique and combined contributions of phonological awareness (PA) and rapid automatized naming (RAN) to literacy development in Brazilian Portuguese-speaking children. Eighty-three students were assessed annually from Grades 1 to 3 on standardized measures of word reading, sentence comprehension, and spelling. Results showed that PA—particularly phonemic awareness—was a strong predictor of reading and spelling in grades, while RAN, especially alphanumeric RAN, became increasingly influential over time. Non-alphanumeric RAN was strongly associated with word reading, whereas alphanumeric RAN predicted later sentence comprehension and spelling. These findings highlight distinct developmental pathways by which PA and RAN support literacy acquisition in a transparent orthography. They also underscore the need to tailor instruction and assessment to the specific cognitive demands of reading and spelling. The results contribute to a nuanced understanding of literacy development and offer insights for improving educational practices in Brazil. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This longitudinal study examined the unique and combined contributions of phonological awareness (PA) and rapid automatized naming (RAN) to literacy development in Brazilian Portuguese-speaking children. Eighty-three students were assessed annually from Grades 1 to 3 on standardized measures of word reading, sentence comprehension, and spelling. Results showed that PA—particularly phonemic awareness—was a strong predictor of reading and spelling in grades, while RAN, especially alphanumeric RAN, became increasingly influential over time. Non-alphanumeric RAN was strongly associated with word reading, whereas alphanumeric RAN predicted later sentence comprehension and spelling. These findings highlight distinct developmental pathways by which PA and RAN support literacy acquisition in a transparent orthography. They also underscore the need to tailor instruction and assessment to the specific cognitive demands of reading and spelling. The results contribute to a nuanced understanding of literacy development and offer insights for improving educational practices in Brazil. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2025.2501576 |
