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...

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Authors: Gutierrez Palma, Nicolás, Valencia Naranjo, Nieves, Justicia Galiano, Mª José, Carpio Fernández, Mª Villa
Format: article
Status:Published version
Publication Date:2019
Country:España
Institution:Universidad de Jaén
Repository:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/6376
Online Access:https://doi.org/10.1016/j.lindif.2019.101755
https://hdl.handle.net/10953/6376
Access Level:Open access
Keyword:Lexical stress
Prosodic awareness
Spelling acquisition
159.9
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spelling Beyond phonological awareness: Stress awareness and learning word spellingGutierrez Palma, NicolásValencia Naranjo, NievesJusticia Galiano, Mª JoséCarpio Fernández, Mª VillaLexical stressProsodic awarenessSpelling acquisition159.9This 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.202520252019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.1016/j.lindif.2019.101755https://hdl.handle.net/10953/6376reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésLearning and individual differences, 74, 1-8CC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/63762026-06-24T12:41:07Z
dc.title.none.fl_str_mv Beyond phonological awareness: Stress awareness and learning word spelling
title Beyond phonological awareness: Stress awareness and learning word spelling
spellingShingle Beyond phonological awareness: Stress awareness and learning word spelling
Gutierrez Palma, Nicolás
Lexical stress
Prosodic awareness
Spelling acquisition
159.9
title_short Beyond phonological awareness: Stress awareness and learning word spelling
title_full Beyond phonological awareness: Stress awareness and learning word spelling
title_fullStr Beyond phonological awareness: Stress awareness and learning word spelling
title_full_unstemmed Beyond phonological awareness: Stress awareness and learning word spelling
title_sort Beyond phonological awareness: Stress awareness and learning word spelling
dc.creator.none.fl_str_mv Gutierrez Palma, Nicolás
Valencia Naranjo, Nieves
Justicia Galiano, Mª José
Carpio Fernández, Mª Villa
author Gutierrez Palma, Nicolás
author_facet Gutierrez Palma, Nicolás
Valencia Naranjo, Nieves
Justicia Galiano, Mª José
Carpio Fernández, Mª Villa
author_role author
author2 Valencia Naranjo, Nieves
Justicia Galiano, Mª José
Carpio Fernández, Mª Villa
author2_role author
author
author
dc.subject.none.fl_str_mv Lexical stress
Prosodic awareness
Spelling acquisition
159.9
topic Lexical stress
Prosodic awareness
Spelling acquisition
159.9
description 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.
publishDate 2019
dc.date.none.fl_str_mv 2019
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.lindif.2019.101755
https://hdl.handle.net/10953/6376
url https://doi.org/10.1016/j.lindif.2019.101755
https://hdl.handle.net/10953/6376
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Learning and individual differences, 74, 1-8
dc.rights.none.fl_str_mv CC0 1.0 Universal
http://creativecommons.org/publicdomain/zero/1.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC0 1.0 Universal
http://creativecommons.org/publicdomain/zero/1.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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