NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1049208
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1088-8438
Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study
Calet, Nuria; Gutiérrez-Palma, Nicolás; Simpson, Ian C.; González-Trujillo, M. Carmen; Defior, Sylvia
Scientific Studies of Reading, v19 n1 p51-71 2015
Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A