The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is to examine the contribution of prosodic reading to comprehension beyond automaticity in word reading, taking into account children's grade level. One hundred and twenty-two Spanish children (74 second and 48 fourth graders) were tested in prosodic reading, automaticity in word reading (nonword reading and reading rate) and comprehension abilities. Results show that the contribution of automaticity in word reading is relevant in both grades; however, it is more significant in Grade 2. The prosodic components of reading seem to be related differently to comprehension across grades, intonation being the highest predictor of comprehension in Grade 4. Implications for educational practice are discussed.

No abstract

This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7-8 years. Their tasks consisted of reading words, reading non-words, stressing non-words and reproducing sequences of two, three or four non-words by pressing the corresponding keys on the computer keyboard. Non-word sequences were constructed with minimal non-word pairs differing in a single phoneme (/kúpi/ -/kúti/) or in the stress pattern (/mípa/ -/mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ -/kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ -/mipá/) predicted non-word reading, but only when two-non-word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non-words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non-word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non-word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading.

No abstract

No abstract