Phonological Awareness and RAN are independent phonological competencies with specific impacts on literacy skills: An intervention study.

Vander Stappen, Caroline [UCL] Van Reybroeck, Marie [UCL]

Purpose RAN and phonological awareness (PA) have been shown to be reliable predictors of learning to read and among the most robust and specific correlates of reading difficulties. The present study aims to explore these findings further by examining the effectiveness of a training program, focusing either on the enhancement of RAN or PA skills. The purpose is to examine whether RAN is independent of PA and the specific causal influence of RAN and PA on reading and spelling. Method 40 French-speaking Grade 2 readers participated in the study, forming two experimental groups who received either a RAN or a PA treatment, over a period of two months, twice a week, with the sessions lasting 25 minutes each. Experimental groups were compared on multiple measures (RAN, PA, reading and spelling), before, immediately after the treatment, and at follow up, 6 months later. Results Preliminary results show that both groups showed sizeable improvements in both PA and RAN. However, significant differences of the type of treatment were also found, with participants receiving the PA intervention outperforming those in the RAN group on PA measures at post-intervention. Similarly, participants receiving RAN intervention outperformed the PA group on RAN measures at post-intervention. The treatments effects on literacy skills are currently analysed. Conclusion These findings provide additional evidence that PA and RAN are separate skills. They also demonstrate the efficacy of a RAN intervention that might have practical implications in prevention or remediation of reading disabilities.