Prosodic Skills and Reading Acquisition in Spanish Primary School ChildrenAnalysis Using the PEPS-C Test

  1. Nuria Calet 1
  2. Juan López-Almazán 1
  3. Pastora Martínez-Castilla 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2022

Volume: 34

Issue: 2

Pages: 283-290

Type: Article

DOI: 10.7334/PSICOTHEMA2021.342 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Sustainable development goals

Abstract

Background: Although previous studies have considered the relationship between prosody skills and the acquisition of reading skills, few have performed comprehensive, simultaneous assessments of different oral language prosody skills and, to our knowledge, none have been carried out in Spanish. Our study analyses the relationship between prosody and reading skills. Method: Sixty-one second-grade Spanish schoolchildren participated in this study. Prosodic skills were assessed using the Spanish version of the Profiling Elements of Prosody in Speech-Communication battery, available in different languages. Reading comprehension, word/non-word reading skills, phonological awareness and vocabulary were also evaluated. Results: The results show that prosody was significantly related to word and non-word reading, but phonological awareness was the only significant predictor of these reading outcomes. Prosodic skills contribute to explaining reading comprehension even after controlling for the effect of vocabulary and phonological awareness. Conclusions: The results highlight the role of prosodic skills in reading acquisition in Spanish. Comparison with previous studies in English-language populations demonstrates the existence of cross-linguistic differences.

Bibliographic References

  • Álvarez-Cañizo, M., Cueva, E., Cuetos, F., & Suárez-Coalla, P. (2020). Reading fluency and comprehension in secondary school: Text types matter. Psicothema, 32(1), 75-83. https://doi.org/10.7334/psicothema2019.196
  • Álvarez-Cañizo, M., Martínez-García, C., Cuetos, F., & Suárez-Coalla, P. (2020). Development of reading prosody in school-age Spanish children: A longitudinal study. Journal of Research in Reading, 43, 1-18. https://doi.org/10.1111/1467-9817.12286
  • Álvarez-Cañizo, M., Suárez Coalla, P., & Cuetos, F. (2018). Reading prosody development in Spanish children. Reading and Writing, 31, 35-52. https://doi.org/10.1007/s11145-017-9768-7
  • Cain, K. (2016). Reading comprehension development and difficulties: An overview. Perspectives on Language and Literacy, 42(2), 9-16.
  • Calet, N., Gutiérrez-Palma, N., & Defior, S. (2015). A cross-sectional study of fluency and reading comprehension in Spanish primary school children. Journal of Research in Reading, 38, 272-285. https://doi.org/10.1111/1467-9817.12019
  • Calet, N., Gutiérrez-Palma, N., Simpson, I., González-Trujillo, M. C., & Defior, S. (2015). Suprasegmental phonology development and reading acquisition: A longitudinal study. Scientific Studies of Reading, 19, 51- 71. https://doi.org/10.1080/10888438.2014.976342
  • Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398-1407. https://doi.org/10.1177/0956797612473122
  • Català, G., Català, M., Molina, E., & Monclús, R. (2001). Evaluación de la comprensión lectora: Pruebas ACL [Assessment of reading comprehension: ACL tests]. Editorial Graó.
  • Chall, J. S. (1996). Stages of reading development (2nd ed.). Harcourt Brace.
  • Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. https://doi.org/10.1037/0033-295x.108.1.204
  • Cuadro, A., Mailhos, A., Estevan, I., & Martínez-Sánchez, F. (2021). Reading Competency, Speech Rate and Rhythm. Psicothema, 33(2), 222-227. https://doi.org/10.7334/psicothema2020.80
  • Cuetos, F., Martínez-García, C., & Suárez-Coalla, P. (2018). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 22(1), 41-54. https://doi.org/10.1080/10888438.2017.1359273
  • Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2010). PROLEC-R: Batería de evaluación de los procesos lectores, revisada [Battery of evaluation of the reading processes, revised]. TEA.
  • Cutler, A., Dahan, D., & van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40(2), 141-201. https://doi.org/10.1177/002383099704000203
  • Cutler, A., & Mehler, J. (1993). The periodicity bias. Journal of Phonetics, 21, 103-108.
  • Dauer, R. M. (1983). Stress-timing and syllable-timing reanalyzed. Journal of Phonetics, 11, 51-62. https://doi.org/10.1016/S0095- 4470(19)30776-4
  • Defior, S., Jiménez-Fernández, G., Calet, N., & Serrano, F. (2015). Learning to read and write in Spanish: Phonology in addition to which other processes? Estudios de Psicología, 36(3), 571-591. https://doi.or g/10.1080/02109395.2015.1078552
  • Defior, S., Fonseca, L., Gottheil, B., Aldrey, A., Jiménez-Fernández, G., Pujals, M., Rosa, G., & Serrano, F. (2006). LEE. Test de Lectura y Escritura en Español [LEE Spanish Reading and Writing Test]. Paidós.
  • Goswami, U. (2003). How to beat dyslexia. The Psychologist, 16(9), 462- 465.
  • Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Erlbaum.
  • Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences, 99, 10911-10916. https://doi.org/10.1073/pnas.122368599
  • Gutiérrez-Palma, N., Raya, M., & Palma, A. (2009). Detecting stress patterns is related to children’s performance on reading tasks. Applied Psycholinguistics, 30, 1-21. https://doi.org/10.1017/ S0142716408090012
  • Holliman, A. J., Critten, S., Lawrence, T., Harrison, E. C. J., Wood, C., & Hughes, D.J. (2014). Modeling the relationship between prosodic sensitivity and early literacy. Reading Research Quarterly, 49(4), 469- 482. https://doi.org/10.1002/rrq.82
  • Holliman, A., Williams, G., Mundy, I., Wood, C., Hart, L., & Waldron, S. (2013). Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity. Reading and Writing: An Interdisciplinary Journal, 27(2), 255. https://doi.org/10.1007/ s11145-013-9443-6
  • Holliman, A. J., Wood, C., & Sheehy, K. (2010). The contribution of sensitivity to speech rhythm and non-speech rhythm to early reading development. Educational Psychology, 30, 247-267. https://doi.org/10.1080/01443410903560922
  • Kaufman, A. S., Cordero Pando, A., Calonge Romano, I., & Kaufman, N. L. (2009). K-BIT: Test breve de inteligencia de Kaufman (3ª ed.). TEA.
  • Lochrin, M., Arciuli, J., & Sharma, M. (2015). Assessing the relationship between prosody and reading outcomes in children using the PEPS-C. Scientific Studies of Reading, 19(1), 72-85. https://doi.org/10.1080/108 88438.2014.976341
  • Marshall, C., Harcourt-Brown, S., Ramus, F., & van der Lely, H. (2009). The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia. International Journal of Language and Communication Disorders, 44, 466-488. https://doi.org/10.1080/13682820802591643
  • Martínez-Castilla, P., Stojanovik, V., Setter, J., & Sotillo, M. (2012). Prosodic abilities in Spanish and English children with Williams syndrome: A cross-linguistic study. Applied Psycholinguistics, 33(1), 1-22. https://doi.org/10.1017/S0142716411000385
  • Martínez-Castilla, P., & Peppé, S. (2008). Developing a test of prosodic ability for speakers of Iberian Spanish. Speech Communication, 50, 900-915. https://doi.org/10.1016/j.specom.2008.03.002
  • Miller, J., & Schwanenfl ugel, P.J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98(4), 839-853. https://doi.org/10.1037/0022- 0663.98.4.839
  • Mullis, I.V.S., Martin, M.O., Foy, P., & Hooper, M. (2017). PIRLS 2016 International Results in Reading. Boston College.
  • National Early Literacy Panel (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/ pdf/NELPReport09.pdf
  • Pardo, A., & Ruiz, M.A. (2002). SPSS 11. Guide for Data Analysis. McGraw-Hill Interamericana.
  • Peppé, S., Martínez-Castilla, P., Coene, M., Hesling, I., Moen, I., & Gibbon, F. (2010). Assessing prosodic disorder in five European languages. International Journal of Speech-Language Pathology, 12(1), 1-7. https://doi.org/10.3109/17549500903093731
  • Peppé, S., & McCann, J. (2003). Assessing intonation and prosody in children with atypical language development: The PEPS-C test and the revised version. Clinical Linguistics and Phonetics, 17, 345-354. https://doi.org/10.1080/0269920031000079994
  • Pimperton, H., & Nation, K. (2010). Understanding words, understanding numbers: An exploration of the mathematical profiles of poor comprehenders. British Journal of Educational Psychology, 80(2), 255- 268. https://doi.org/10.1348/000709909X477251
  • Samuelsson, C., Plejert, C., Nettelbladt, U., & Anward, J. (2011). The role of interactional prosody in language testing activities in Swedish. In V. Stojanovik & J. Setter (Eds.), Speech Prosody in Atypical Populations (pp. 45-69). J&R Press.
  • Thomson, J., & Jarmulowicz, L. (2016). Linguistic rhythm and literacy. John Benjamins Publishing.
  • Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29(3), 288-303. https://doi.org/10.1111/j.1467-9817.2006.00309.x
  • Wood, C. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29(3), 270-287. https://doi.org/10.1111/j.1467- 9817.2006.00308.x
  • Wood, C., & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. The British Journal of Developmental Psychology, 16(3), 397-408. https://doi.org/10.1111/j.2044-835X.1998. tb00760.x
  • Wood, C., Wade-Woolley, L., & Holliman. A. J. (2009). Phonological awareness: Beyond phonemes. In C. Wood & V. Connelly (Eds.), Contemporary Perspectives on Reading and Spelling (pp. 7-23). Routledge.
Data source: Dialnet