Reading Prosody Development in Spanish Children

Autor/inn/en	Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando
Titel	Reading Prosody Development in Spanish Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 1, S.35-52 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Álvarez-Cañizo, Marta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9768-7
Schlagwörter	Foreign Countries; Suprasegmentals; Reading Fluency; Elementary School Students; Grade 3; Grade 5; Adults; Comparative Analysis; Oral Reading; Child Development; Age Differences; Sentence Structure; Spain + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied; Satzbau; Satzstruktur; Spanien
Abstract	Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were recorded reading aloud a narrative text including short and long declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure several prosodic features (i.e., pauses, duration, pitch and intensity). We found that third-grade children had not yet developed an adult-like prosody: they made more pauses, had a flatter melodic contour and had difficulty anticipating sentence structure. Fifth-graders displayed some features of adult prosody. Both length and type of sentence influenced the expressiveness of reading in the three groups. We conclude that reading expressiveness is closely related to reading experience and develops in a similar way to decoding and reading speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01