Phonological suprasegmental skills and reading development in primary school children

  • Nuria Calet Universidad de Granada
  • María Flores Universidad de Granada
  • Gracia Jiménez-Fernández Universidad de Granada
  • Sylvia Defior Universidad de Granada

Abstract

Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5thgrade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.

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Published
25-12-2015
How to Cite
Calet, N., Flores, M., Jiménez-Fernández, G., & Defior, S. (2015). Phonological suprasegmental skills and reading development in primary school children. Anales De Psicología / Annals of Psychology, 32(1), 72-79. https://doi.org/10.6018/analesps.32.1.216221
Section
Developmental and Educational Psychology