Beyond phonological awareness: stress awareness and learning word spelling
This study investigates whether prosody is related to spelling acquisition. The awareness of a particular prosodic feature, lexical stress, may play some role in the acquisition of word spelling. A sample of 89 Spanish 3rd graders participated in this study. Control measures included non-verbal inte...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Jaén |
| Repositorio: | RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén |
| OAI Identifier: | oai:ruja.ujaen.es:10953/3635 |
| Acceso en línea: | https://doi.org/10.1016/J.LINDIF.2019.101755 https://hdl.handle.net/10953/3635 |
| Access Level: | acceso abierto |
| Palabra clave: | Lexical stress, prosodic awareness, spelling acquisition |
| Sumario: | This study investigates whether prosody is related to spelling acquisition. The awareness of a particular prosodic feature, lexical stress, may play some role in the acquisition of word spelling. A sample of 89 Spanish 3rd graders participated in this study. Control measures included non-verbal intelligence, vocabulary, and phonemic awareness. Results highlighted the potential role of prosodic knowledge in learning word spelling. Lexical stress awareness accounted for unique variance in word and sentence writing from dictation. In particular, stress awareness was related to stress errors (in word and sentence writing) while phonemic awareness was related to phoneme errors (in word writing). These data support the view that, in addition to phonological awareness, prosodic (lexical stress) awareness has the potential to be relevant for learning word spelling. |
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