Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria

  1. Calet Ruiz, Nuria
  2. Flores, María
  3. Jiménez Fernández, Gracia
  4. Defior Citoler, Sylvia Ana
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2016

Volumen: 32

Número: 1

Páginas: 72-79

Tipo: Artículo

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Otras publicaciones en: Anales de psicología

Resumen

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 comprehension 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

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