Predicting word reading and spelling in French- and Dutch-speaking beginning readers: Specific contributions of phonological awareness (PA) and RAN.

Purpose: This study aims to compare the respective predictive value of PA and RAN on word reading and spelling in a developmental and cross-linguistic perspective. Method: French- (n=154) and Dutch-speaking (n=100) beginning readers were assessed with PA and RAN-objects measures. They were either in kindergarten or in Grade 1. One year later, they were assessed with reading and spelling measures. Results: In French, hierarchical multiple regressions showed that both PA and RAN predicted reading and spelling in Grade 1, with a stronger proportion of variance explained by RAN. In Grade 2, RAN no longer contributed to literacy. Only PA explained the outcomes in reading and spelling, and more strongly in spelling. Conclusion: These findings show that PA and RAN contribute distinctively to reading and spelling acquisition and suggest that RAN accounts for serial processes implied in early reading. Results regarding the Dutch-speaking children will be presented at the conference