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Unlocking Literacy: How Phonological Awareness and Rapid Automatized Naming Interventions Can Boost Reading and Spelling Skills in Children

Unlocking Literacy: How Phonological Awareness and Rapid Automatized Naming Interventions Can Boost Reading and Spelling Skills in Children

As practitioners in the field of speech-language pathology, our goal is to utilize evidence-based practices to improve the literacy outcomes of children. A recent study, "Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study" by Vander Stappen and Van Reybroeck, provides valuable insights into how targeted interventions can enhance reading and spelling skills in children.

This study investigated the independence of phonological awareness (PA) and rapid automatized naming (RAN) and their specific contributions to literacy. The researchers conducted an intervention with 36 French-speaking second graders, dividing them into two groups to receive either PA or RAN training over two months. The outcomes were measured in terms of improvements in PA, RAN, word reading, and spelling before, immediately after, and six months post-intervention.

Key Findings and Practical Applications

The study's findings have significant implications for practitioners aiming to enhance literacy skills in children:

Implementing Effective Interventions

To apply these findings in practice, consider the following strategies:

In conclusion, the study by Vander Stappen and Van Reybroeck provides robust evidence supporting the independence of PA and RAN and their specific contributions to literacy development. By implementing targeted interventions based on these findings, practitioners can significantly improve the reading and spelling skills of children.

To read the original research paper, please follow this link: Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.


Citation: Vander Stappen, C., & Van Reybroeck, M. (2018). Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study. Frontiers in Psychology, 9, 320. https://doi.org/10.3389/fpsyg.2018.00320
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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