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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 0000-0001-9929-9767), Nuria Gutiérrez, Rocío C. Seoane (ORCID 0000-0001-6031-5459), Desirée González (ORCID 0000-0003-3462-1254), Sara C. de León (ORCID 0000-0002-4848-9509)
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
FullText Text:
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  Data: Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge
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  Data: <searchLink fieldCode="AR" term="%22Cristina+Rodriquez%22">Cristina Rodriquez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9929-9767">0000-0001-9929-9767</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nuria+Gutiérrez%22">Nuria Gutiérrez</searchLink><br /><searchLink fieldCode="AR" term="%22Rocío+C%2E+Seoane%22">Rocío C. Seoane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6031-5459">0000-0001-6031-5459</externalLink>)<br /><searchLink fieldCode="AR" term="%22Desirée+González%22">Desirée González</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3462-1254">0000-0003-3462-1254</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+C%2E+de+León%22">Sara C. de León</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4848-9509">0000-0002-4848-9509</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Literacy+Research%22"><i>Journal of Literacy Research</i></searchLink>. 2024 56(2):102-122.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1177/1086296X241244705
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  Data: 1086-296X<br />1554-8430
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  Data: 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.
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  Data: 2024
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  Data: EJ1424209
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        Value: 10.1177/1086296X241244705
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