Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge
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| Title: | Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge |
|---|---|
| Language: | English |
| Authors: | Cristina Rodriquez (ORCID |
| Source: | Journal of Literacy Research. 2024 56(2):102-122. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Reading Skills, Syntax, Suprasegmentals, Spanish, Predictor Variables, Word Recognition, Grade 5, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1177/1086296X241244705 |
| ISSN: | 1086-296X 1554-8430 |
| Abstract: | This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants (n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424209 |
| Database: | ERIC |
| Abstract: | This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants (n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish. |
|---|---|
| ISSN: | 1086-296X 1554-8430 |
| DOI: | 10.1177/1086296X241244705 |
