Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test

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...

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Detalles Bibliográficos
Autores: Calet, Nuria, López-Almazán, Juan, Martínez Castilla, Pastora
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/30537
Acceso en línea:https://hdl.handle.net/20.500.14468/30537
Access Level:acceso abierto
Palabra clave:61 Psicología
58 Pedagogía
prosodic skills
reading acquisition
primary education
habilidades prosódicas
adquisición lectora
educación primaria
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spelling Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C TestHabilidades Prosódicas y Adquisición de la Lectura en Niños Españoles de Primaria: Análisis con el Test PEPS-C.Calet, NuriaLópez-Almazán, JuanMartínez Castilla, Pastora61 Psicología58 Pedagogíaprosodic skillsreading acquisitionprimary educationhabilidades prosódicasadquisición lectoraeducación primariaBackground: 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 Profi ling 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 signifi cantly related to word and non-word reading, but phonological awareness was the only signifi cant 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.Antecedentes: aunque estudios anteriores han considerado la relación entre las habilidades prosódicas y la adquisición de habilidades lectoras, pocos han realizado una evaluación completa y simultánea de las diferentes habilidades prosódicas del lenguaje oral y, hasta donde sabemos, ninguno se ha llevado a cabo en español. Nuestro trabajo analiza la relación entre prosodia y habilidades lectoras. Método: participaron 61 niños españoles de segundo de Primaria. Las habilidades prosódicas se evaluaron mediante la versión española de la batería Profiling Elements of Prosody in Speech-Communication, disponible en diferentes idiomas. También se evaluaron la comprensión lectora, las habilidades de lectura de palabras/no palabras, la conciencia fonológica y el vocabulario. Resultados: los resultados muestran que la prosodia se relaciona significativamente con la lectura de palabras y no palabras, pero la conciencia fonológica es el único predictor significativo de estos resultados de lectura. Las habilidades prosódicas contribuyen a explicar la comprensión lectora incluso después de controlar el efecto del vocabulario y la conciencia fonológica. Conclusiones: los resultados destacan el papel de las habilidades prosódicas en la adquisición lectora en español. La comparación con estudios anteriores de poblaciones de habla inglesa revela la existencia de diferencias interlingüísticas.Colegio Oficial de Psicólogos del Principado de AsturiasJunta de Andalucía; Consejería de Transformación Económica, Industria, Conocimiento y Universidadese-Spacio UNED20252025-10-2020222022-01-0120222022-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/30537reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/305372026-06-06T12:38:31Z
dc.title.none.fl_str_mv Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
Habilidades Prosódicas y Adquisición de la Lectura en Niños Españoles de Primaria: Análisis con el Test PEPS-C.
title Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
spellingShingle Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
Calet, Nuria
61 Psicología
58 Pedagogía
prosodic skills
reading acquisition
primary education
habilidades prosódicas
adquisición lectora
educación primaria
title_short Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
title_full Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
title_fullStr Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
title_full_unstemmed Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
title_sort Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
dc.creator.none.fl_str_mv Calet, Nuria
López-Almazán, Juan
Martínez Castilla, Pastora
author Calet, Nuria
author_facet Calet, Nuria
López-Almazán, Juan
Martínez Castilla, Pastora
author_role author
author2 López-Almazán, Juan
Martínez Castilla, Pastora
author2_role author
author
dc.contributor.none.fl_str_mv Junta de Andalucía; Consejería de Transformación Económica, Industria, Conocimiento y Universidades
e-Spacio UNED
dc.subject.none.fl_str_mv 61 Psicología
58 Pedagogía
prosodic skills
reading acquisition
primary education
habilidades prosódicas
adquisición lectora
educación primaria
topic 61 Psicología
58 Pedagogía
prosodic skills
reading acquisition
primary education
habilidades prosódicas
adquisición lectora
educación primaria
description 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 Profi ling 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 signifi cantly related to word and non-word reading, but phonological awareness was the only signifi cant 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.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01
2022
2022-01-01
2025
2025-10-20
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/30537
url https://hdl.handle.net/20.500.14468/30537
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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