Importance of prosodic awareness when learning how to read in primary school students ( Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria )
Restricted accessReview articleFirst published online October, 2021
Importance of prosodic awareness when learning how to read in primary school students ( Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria )
Studies in recent years have shown the importance of phonological skills when learning how to read and treating reading difficulties. More recently, research has shown the importance of suprasegmental skills in reading acquisition. However, in spite of this evidence, there is very little research in Spanish aimed at identifying these skills’ influence on the reading process. The objective of this study was to analyse the connection between suprasegmental phonological awareness and reading skills in a group of 323 students aged eight and nine. Measures of reading words and pseudo-words and syntactic and textual reading comprehension were collected along with suprasegmental skills. The results show that suprasegmental skills show significant linkage patterns with reading skills.
Get full access to this article
View all access options for this article.
References
1.
AdamsM. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
2.
BenjaminR. G.SchwanenflugelP. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388–404. https://doi.org/10.2307/20779538
3.
CaletN.FloresM.Jiménez-FernándezG.DefiorS. (2016). Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria. Anales de psicología, 32(1), 72–79. https://doi.org/10.6018/analesps.32.1.216221
4.
CaletN.Gutiérrez-PalmaN.DefiorS. (2017). Efectos del entrenamiento de la fluidez en la competencia lectora en niños de escuela primaria: El papel de la prosodia. Aprendizaje e instrucción, 52, 59–68. https://doi.org/10.1016/j.learninstruc.2017.04.006
5.
CaletN.Gutiérrez-PalmaN.SimpsonI.González-Trujillo.M. C.DefiorS. (2015). Suprasegmental Phonology Development and Literacy Acquisition: A Longitudinal Study. Scientific Studies of Reading, 19(1), 57–71. https://doi.org/10.1080/10888438.2014.976342
6.
CaravolasM.LervågA.DefiorS.Seidlová-MálkováG.HulmeC. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398–1407. https://doi.org/10.1177/0956797612473122
7.
ChanJ.Wade-WolleyL. (2018). Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability. Journal of Research in Reading, 41(1), 42–57. https://doi.org/10.1111/1467-9817.12083
8.
CuetosF.Martínez-GarcíaC.Suárez-CoallaP. (2018). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 22(1), 41–54. https://doi.org/10.1080/10888438.2017.1359273
9.
CuetosFRodríguezBRuanoEArribasD. (2007). Evaluación de los procesos lectores revisada. PROLEC-R. TEA Ediciones.
10.
DefiorS. (2008). ¿Cómo facilitar el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31(3), 333–345. https://doi.org/10.1174/021037008785702983
11.
DefiorS.Jimenez-FernandezG.CaletN.SerranoF. (2015). Learning to read and write in Spanish: Phonology in addition to which other processes?Estudios de Psicología, 36(3), 571–591. https://doi.org/10.1080/02109395.2015.1078552
12.
EspejoP.GutiérrezR.LlambésD.VallejoB. (2015). Avanzados: Programa para el desarrollo de las habilidades escolares básicas. Habilidades fonológicas II. ECU.
GonzálezR. M.CuetosF.VilarJ.UceiraE. (2015). Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura. Aula Abierta, 43(1), 1–8https://doi.org/10.1016/j.aula.2014.06.001.
15.
GonzálezR. M.LópezS.CuetosF.VilarJ. (2017). Efectos del entrenamiento en conciencia fonológica y velocidad de denominación sobre la lectura. Estudio longitudinal. Estudios sobre Educación, 32, 155–177. https://doi.org/10.15581/004.32.155-177
16.
González-TrujilloM. C.DefiorS.Gutiérrez-PalmaN. (2014). The role of non-speech rhythm in Spanish word reading. Journal of Research in Reading, 37(3), 316–330. https://doi.org/10.1111/j.1467-9817.2012.01529.x
17.
GoodmanI.LibensonA.Wade-WoolleyL. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
18.
GoswamiU.GersonD.AstrucL. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. https://doi.org/10.1007/s11145-009-9186-6
GutiérrezR. (2016). La lectura dialógica como medio para la mejora de la comprensión lectora. Investigaciones Sobre Lectura, 5(5), 52–58. https://doi.org/10.24310/revistaisl.vi5.11092
GutiérrezR.DíezA. (2017). Efectos de un programa de conciencia fonológica en el aprendizaje de la lectura y la escritura. Revista Española de Orientación y Psicopedagogía, 28(2), 30–45. https://doi.org/10.5944/reop.vol.28.num.2.2017.20117
23.
GutiérrezR.DíezA. (2018). Conciencia fonológica y desarrollo evolutivo de la escritura en las primeras edades. Educación XX1, 21(1), 395–416. https://doi.org/10.5944/educXX1.13256
24.
Gutiérrez-FresnedaR.DíezA.Jiménez-PérezE. (2017). Estudio longitudinal sobre el aprendizaje lector en las primeras edades. Revista de Educación, 378, 30–51. https://doi.org/10.4438/1988-592X-RE-2017-378-360
25.
Gutiérrez-PalmaN.DefiorS.Jiménez-FernándezG.SerranoF.González-TrujilloM. C. (2016). Lexical stress awareness and orthographic stress in Spanish. Learning and Individual Differences, 45, 144–150. https://doi.org/10.1016/j.lindif.2015.11.026
26.
Gutiérrez-PalmaN.Palma-ReyesA. (2007). Stress sensitivity and Reading performance in Spanish: A study with children. Journal of Research in Reading, 30(2), 157–168. https://doi.org/10.1111/j.1467-9817.2007.00339.x
27.
Gutiérrez-PalmaN.Raya-GarcíaM.Palma-ReyesA. (2009). Detecting stress patterns is related to reading performance on reading tasks. Applied Psycholinguistics, 30(1), 1–21. https://doi.org/10.1017/S0142716408090012
28.
Gutiérrez-PalmaN.Valencia-NaranjoN.Justicia-GalianoM. J.Carpio-FernándezM. (2019). Más allá de la conciencia fonológica: Conciencia del estrés y aprendizaje de la ortografía de palabras. Aprendizaje y Diferencias Individuales, 74, 101755. https://doi.org/10.1016/j.lindif.2019.101755
29.
HatcherP.HulmeC. H.SnowlingM. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338–358. https://doi.org/10.1111/j.1469-7610.2004.00225.x
30.
HollimanA.WoodC.SheehyK. (2010). A cross-sectional study of prosodic sensitivity and reading difficulties. Journal of Research in Reading, 35(1), 32–48. https://doi.org/10.1111/j.1467-9817.2010.01459.x
31.
HollimanA. J.WilliamsG. J.MundyI.WoodC.HartL.WaldronS. (2014). Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity. Reading and Writing, 27(2), 255–266. https://doi.org/10.1007/s11145-013-9443-6
32.
HollimanA. J.WoodC.SheehyK. (2008). Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26(3), 357–367. https://doi.org/10.1348/026151007X241623
33.
JiménezJ. E.OrtizM. R. (1997). Conciencia fonológica y aprendizaje de la lectura. Teoría, evaluación e intervención. Aplicación en el aula. Síntesis.
34.
Jiménez-FernándezG.Gutiérrez-PalmaN.DefiorS. (2015). Impaired stress awareness in Spanish children with developmental dyslexia. Research in Developmental Disabilities, 37(1), 152–161. https://doi.org/10.1016/j.ridd.2014.11.002
35.
KitzenK. (2001). Prosodic sensitivity, morphological ability, and reading ability in young adults with and without childhood histories of reading difficulty. Columbia University.
36.
KuhnM. R.yStahlS. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3
LlisterriJMachucaM. JRíosASchwabS. (2016). La percepción del acento léxico en palabras dentro de una oración. Loquens, 3(2), 1–13. https://doi.org/10.3989/loquens.2016.033
39.
LyonG. R.ShaywitzS. E.ShaywitzB. A. (2003). Definición de dislexia, comorbilidad, conocimiento de los profesores sobre el lenguaje y la lectura: Una definición de dislexia. Anales de la Dislexia, 53, 1–14. https://doi.org/10.1007/s11881-003-0001-9
40.
MartínezJ. A.GarcíaE. (2004). Diccionario Frecuencias del Castellano Escrito en niños de 6 a 12 años. Universidad Pontificia de Salamanca.
41.
Melby-LervågM.LysterS.-A. H.HulmeC. (2012). Las habilidades fonológicas y su papel en el aprendizaje de la lectura: Una revisión meta-analítica. Boletín Psicológico, 138(2), 322–352https://doi.org/10.1037/a0026744.
42.
MillerJ.SchwanenflugelP. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early primary school children. Reading Research Quarterly, 43(4), 336–354. https://doi.org/10.1598/rrq.43.4.227
43.
National Reading Panel. (2000) . Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
44.
PerfettiC. A. (1985). Reading ability. Oxford University Press.
45.
RuedaM.MedinaS. (2018). El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. Infancia y Aprendizaje, 41(4), 702–732. https://doi.org/10.1080/02103702.2018.1504861
46.
Shattuck-HutnagelS.TurkA. E. (1996). A prosody tutorial for investigators of auditory sentence processing. Journal of Psycholinguistic Research, 25(2), 193–247. https://doi.org/10.1007/BF01708572
47.
StambackM. (1984). Tres pruebas de ritmo. In ZazzoR. (Ed.), Manual para el examen psicológico del niño (Vol. 1, pp. 261–269). Fundamentos.
48.
VeenendaalN. J.GroenM. A.VerhoevenL. (2015). What speech text reading fluency can reveal about reading comprehension. Journal of Research in Reading, 38(3), 213–225. https://doi.org/10.1111/1467-9817.12024
49.
VibulpatanavongK.EvansD. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467–491. https://doi.org/10.1007/s11145-018-9867-0
50.
WellsB.PeppeS. (2003). Intonation abilities of children with speech and language impairments. Journal of Speech Language and Hearing Research, 46(1), 5–20. https://doi.org/10.1044/1092-4388(2003/001)
WoodC. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29(1), 270–287. https://doi.org/10.1111/j.1467-9817.2006.00308.x.
53.
WoodC.TerrellC. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. The British Journal of Developmental Psychology, 16(3), 397–408. https://doi.org/10.1111/j.2044-835X.1998.tb00760.x
54.
WoodC.Wade-WoolleyL.HollimanA. J. (2009). Phonological awareness: Beyond phonemes. In WoodC.ConnellyV. (Eds.), Contemporary perspectives on reading and spelling (pp. 7–23). Routledge.
55.
ZieglerJ. C. (2011). Understanding developmental dyslexia through computational modeling: An individual deficit-based simulation approach. In McCardleP.MillerB.LeeJ. R.TzengO. J. L. (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 169–183). Paul H. Brookes Publishing Co.
