Prosodic Awareness Skills and Literacy Acquisition in Spanish Authors
First Online: 19 November 2011 DOI:
Cite this article as: Defior, S., Gutiérrez-Palma, N. & Cano-Marín, M.J. J Psycholinguist Res (2012) 41: 285. doi:10.1007/s10936-011-9192-0 Abstract
There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and spelling. In written language tests, errors were classified as phonological (grapheme-to-phoneme conversion rules) or stress-related (placement of the stress mark). Regression analyses showed that, once memory and phonological awareness were controlled, stress awareness partially explained reading and spelling performance as well as error type; however, differences were found between reading and spelling errors. These results show a relationship between prosodic skills—namely stress sensitivity—and the acquisition of reading and spelling skills that seems to be independent of phonological awareness skills.
Keywords Prosodic skills Reading in Spanish Spelling in Spanish Stress mark Stress awareness Literacy acquisition
The manuscript is original, not previously published, and not under concurrent consideration elsewhere.
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