Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

被引：24

作者：

Holliman, A. J. ^{[1
]}

Gutierrez Palma, N. ^{[2
]}

Critten, S. ^{[1
]}

Wood, C. ^{[1
]}

Cunnane, H. ^{[1
]}

Pillinger, C. ^{[1
]}

机构：

[1] Coventry Univ, Fac Hlth & Life Sci, Priory St, Coventry CV1 5FB, W Midlands, England

[2] Univ Jaen, Dept Psychol, Campus Lagunillas S-N,Bldg C5, Jaen 23071, Spain

来源：

READING AND WRITING | 2017年 / 30卷 / 03期

关键词：

Prosody; Vocabulary; Phonology; Morphology; Reading; Spelling; PHONOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIA; SPEECH RHYTHM; YOUNG-CHILDREN; STRESS; ABILITY; PERCEPTION; LITERACY; SKILLS;

D O I：

10.1007/s11145-016-9687-z

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study was designed to examine the independent contribution of prosodic sensitivity-the rhythmic patterning of speech-to word reading and spelling in a sample of early readers. Ninety-three English-speaking children aged 5-6 years old (M = 69.28 months, SD = 3.67) were assessed for their prosodic sensitivity, vocabulary knowledge, phonological, and morphological awareness (predictor variables) along with their word reading and spelling (criterion variables). Bivariate (zero-order) correlation analyses revealed that prosodic sensitivity was significantly associated with all other variables in this study. Hierarchical regression analyses revealed that after controlling for individual differences in vocabulary, phonological, and morphological awareness, prosodic sensitivity was still able to explain unique variance in word reading, but was unable to make an independent contribution to spelling. The findings suggest that prosodic sensitivity gives added value to our understanding of children's reading development.

引用

页码：509 / 521

页数：13

共 36 条

[1] Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers
A. J. Holliman
N. Gutiérrez Palma
S. Critten
C. Wood
H. Cunnane
C. Pillinger
Reading and Writing, 2017, 30 : 509 - 521
[2] Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers
Georgiou, George K.
Savage, Robert
Dunn, Kristy
Bowers, Peter
Parrila, Rauno
JOURNAL OF RESEARCH IN READING, 2021, 44 (01) : 131 - 153
[3] Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
Sina S. Huschka
George K. Georgiou
Janin Brandenburg
Jan-Henning Ehm
Marcus Hasselhorn
Reading and Writing, 2021, 34 : 2317 - 2336
[4] Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
Huschka, Sina S.
Georgiou, George K.
Brandenburg, Janin
Ehm, Jan-Henning
Hasselhorn, Marcus
READING AND WRITING, 2021, 34 (09) : 2317 - 2336
[5] Knowledge about word structure in beginning readers: what specific links are there with word reading and spelling?
Monique Sanchez
Annie Magnan
Jean Ecalle
European Journal of Psychology of Education, 2012, 27 : 299 - 317
[6] Knowledge about word structure in beginning readers: what specific links are there with word reading and spelling?
Sanchez, Monique
Magnan, Annie
Ecalle, Jean
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 2012, 27 (03) : 299 - 317
[7] The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers
Saiegh-Haddad, Elinor
Taha, Haitham
DYSLEXIA, 2017, 23 (04) : 345 - 371
[8] Grammatical sensitivity: Its origins and potential contribution to early word reading skill
Bowey, JA
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2005, 90 (04) : 318 - 343
[9] A possible contribution of word-retrieval difficulties to reading and spelling impairments
Penney, CG
Hann, P
Power, B
LEARNING AND INDIVIDUAL DIFFERENCES, 1999, 11 (04) : 377 - 400
[10] The contribution of phonological awareness and visual attention in early reading and spelling
Plaza, Monique
Cohen, Henri
DYSLEXIA, 2007, 13 (01) : 67 - 76

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