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Prosodic Reading in Students with Specific Comprehension Difficulties.

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Title: Prosodic Reading in Students with Specific Comprehension Difficulties.
Authors: Roldán, Luis Ángel (AUTHOR), Arnés, Victoria (AUTHOR), Fernández, Valentina Nahir (AUTHOR), Zabaleta, Verónica (AUTHOR)
Source: Reading Psychology. Nov/Dec2025, Vol. 46 Issue 8, p737-750. 14p.
Subjects: Reading comprehension, Struggling readers, Spanish-speaking students, Oral interpretation, Secondary schools, Expressive behavior, Oral reading
Geographic Terms: Argentina
Abstract: This study explores the expressive reading skills of Spanish-speaking students experiencing challenges in reading comprehension during the first year of secondary school in Argentina (grade 7). Initially, a cohort of 187 students was examined, leading to the formation of two groups: 27 students with specific comprehension difficulties (SCD) and 27 with proficient comprehension. The groups were matched in terms of decoding skills. Students were tested with a task requiring the computation of punctuation marks and an analytical prosodic reading scale that assesses various parameters such as volume, intonation, pauses, phrasing, and quality. Notably, statistically significant differences emerged between the two groups across all measures. Moreover, robust correlations were identified between expressive reading measures and text comprehension in students with SCD. A logistic regression analysis pinpointed phrasing as the sole significant predictor of group classification. These results underscore the pivotal role of prosodic reading in text comprehension. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Prosodic Reading in Students with Specific Comprehension Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Roldán%2C+Luis+Ángel%22">Roldán, Luis Ángel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arnés%2C+Victoria%22">Arnés, Victoria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fernández%2C+Valentina+Nahir%22">Fernández, Valentina Nahir</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zabaleta%2C+Verónica%22">Zabaleta, Verónica</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Nov/Dec2025, Vol. 46 Issue 8, p737-750. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish-speaking+students%22">Spanish-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+interpretation%22">Oral interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+behavior%22">Expressive behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink>
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  Data: This study explores the expressive reading skills of Spanish-speaking students experiencing challenges in reading comprehension during the first year of secondary school in Argentina (grade 7). Initially, a cohort of 187 students was examined, leading to the formation of two groups: 27 students with specific comprehension difficulties (SCD) and 27 with proficient comprehension. The groups were matched in terms of decoding skills. Students were tested with a task requiring the computation of punctuation marks and an analytical prosodic reading scale that assesses various parameters such as volume, intonation, pauses, phrasing, and quality. Notably, statistically significant differences emerged between the two groups across all measures. Moreover, robust correlations were identified between expressive reading measures and text comprehension in students with SCD. A logistic regression analysis pinpointed phrasing as the sole significant predictor of group classification. These results underscore the pivotal role of prosodic reading in text comprehension. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02702711.2025.2489399
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Reading comprehension
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      – SubjectFull: Struggling readers
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      – SubjectFull: Spanish-speaking students
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      – SubjectFull: Oral interpretation
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      – SubjectFull: Secondary schools
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      – SubjectFull: Expressive behavior
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      – SubjectFull: Oral reading
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      – SubjectFull: Argentina
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      – TitleFull: Prosodic Reading in Students with Specific Comprehension Difficulties.
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            NameFull: Roldán, Luis Ángel
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            NameFull: Arnés, Victoria
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            NameFull: Fernández, Valentina Nahir
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              M: 11
              Text: Nov/Dec2025
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              Y: 2025
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