Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects’ intervention. Thirty-six French-speaking second graders, from two Belgian elementary schools, were divided into two groups, and received either a PA- or a RAN-objects’ intervention. Twenty-five-minute lessons took place at school twice a week over a period of 2 months. Both groups were compared on multiple experimental measures (PA, RAN, word reading, and word spelling), before and immediately after the intervention, and 6 months later. Results showed specific efficacy of the two interventions, with participants trained in one ability outperforming those from the other group on this specific ability at post-test. Moreover, the PA intervention revealed transfer effects on the sub-lexical processes of spelling, while the RAN intervention enhanced word reading speed. Finally, the results demonstrated the efficacy of a RAN-objects’ intervention for the first time. These findings provide a new piece of evidence showing the independence of PA and RAN, each process influencing the acquisition of literacy skills in a different way. The efficacy and the specific transfer effects of both interventions open up new perspectives for prevention and targeted remediation of reading disabilities.

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Chemosensory (olfaction-taste) dysfunctions are considered as reliable biomarkers in many neurological and psychiatric states. However, experimental measures of chemosensory abilities are lacking in alcohol-dependence (AD) and Korsakoff Syndrome (KS, a neurological complication of AD), despite the role played by alcohol-related odors and taste in the emergence and maintenance of AD. This study thus investigated chemosensory impairments in AD and KS. Olfactory-gustatory measures were taken among 20 KS, 20 AD, and 20 control participants. Olfaction (odor detection-discrimination-identification) was assessed using the "Sniffin Sticks" battery and taste was measured using the "Taste Strips" task. Impairments were found for high-level olfaction in AD (odor discrimination) and KS (odor discrimination-identification), even after controlling for psychopathological comorbidities. Gustatory deficits were also observed in both groups, indexing a global deficit for chemosensory perception. Finally, the gradient of impairment between the successive disease stages for odor identification suggests that the hypothesis of a continuum between AD and KS regarding cognitive deficits can be generalized to chemosensory perception. AD and KS are thus characterized by deficits in chemosensory abilities, which could constitute a marker of the AD-KS transition. In view of its deleterious influence on everyday life, chemosensory dysfunction should also be taken into account in clinical settings.

Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross-sectional and focus on reading development predictors, with relatively little emphasis on spelling achievement. The present study aims to address these issues with a cross-sequential design conducted among French-speaking beginning readers. Participants from kindergarten (n = 66) and Grade 1 (n = 87) were assessed with PA and RAN objects considering accuracy and speed. One year later, in Grade 1 or Grade 2, they were tested in word reading and spelling. ANOVAs showed a developmental change occurring in word reading and spelling between Grade 1 and Grade 2, going from phonological processing to orthographic processing. Hierarchical multiple regressions indicated that both PA and RAN predicted word reading and spelling in Grade 1, with a stronger proportion of the variance explained by RAN. In Grade 2, only PA explained the literacy outcomes, with a greater amount of the word spelling variance explained compared to the word reading variance. Our findings showed that PA and RAN contribute distinctively to word reading and spelling acquisition, suggesting that they represent independent processes. RAN's greater importance for early literacy skills (Grade 1) suggests that it accounts for the early processes implied in phonological processing. The longer-lasting predictive value of PA (Grades 1 and 2) provides evidence of its importance for phonological and orthographic processing, especially in spelling.

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