The role of prosodic sensitivity in children’s reading development
Whalley, Karen M. & Hansen, Julie A. (2006) The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29(3), pp. 288-303.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children’s prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word-level and phrase-level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth-grade children (mean age 9;3 years). After controlling for phonological awareness and general rhythmic sensitivity, children’s prosodic skills predicted unique variation in word-reading accuracy and in reading comprehension. Phrase-level prosodic skills, assessed by means of an reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness, and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development.
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|Item Type:||Journal Article|
|Keywords:||prosody, reading development, reading comprehension, suprasegmental phonology|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2006 Blackwell Publishing|
|Copyright Statement:||The definitive version is available at www.blackwell-synergy.com|
|Deposited On:||23 Apr 2007 00:00|
|Last Modified:||29 Feb 2012 13:21|
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