View in EDS HTML Full Text PDF Full Text

Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study.

Saved in:
Bibliographic Details
Title: Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study.
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]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 188316535
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Silva%2C+Patricia+Botelho%22">Silva, Patricia Botelho</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cardoso%2C+Amanda+Douat%22">Cardoso, Amanda Douat</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Serpa%2C+Alexandre+Luiz+de+Oliveira%22">Serpa, Alexandre Luiz de Oliveira</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Engel+de+Abreu%2C+Pascale%22">Engel de Abreu, Pascale</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Macedo%2C+Elizeu+Coutinho%22">Macedo, Elizeu Coutinho</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Nov/Dec2025, Vol. 46 Issue 8, p751-770. 20p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Brazilians%22">Brazilians</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188316535
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02702711.2025.2501576
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 751
    Subjects:
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: Literacy education
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Brazilians
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Brazil
        Type: general
    Titles:
      – TitleFull: Effects of Phonological Awareness and Rapid Automatized Naming on Reading and Spelling in Brazilian Children: A Longitudinal Study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Silva, Patricia Botelho
      – PersonEntity:
          Name:
            NameFull: Cardoso, Amanda Douat
      – PersonEntity:
          Name:
            NameFull: Serpa, Alexandre Luiz de Oliveira
      – PersonEntity:
          Name:
            NameFull: Engel de Abreu, Pascale
      – PersonEntity:
          Name:
            NameFull: Macedo, Elizeu Coutinho
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov/Dec2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02702711
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Reading Psychology
              Type: main
ResultId 1