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Anales de Psicología

On-line version ISSN 1695-2294Print version ISSN 0212-9728

Abstract

CALET, Nuria; FLORES, María; JIMENEZ-FERNANDEZ, Gracia  and  DEFIOR, Sylvia. Phonological suprasegmental skills and reading development in primary school children. Anal. Psicol. [online]. 2016, vol.32, n.1, pp.72-79. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.32.1.216221.

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 5th grade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehensión 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.

Keywords : Suprasegmental skills; prosody; reading skills; phonological awareness.

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