Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge

Author:

Rodriquez Cristina12ORCID,Gutiérrez Nuria3,Seoane Rocío C.4ORCID,González Desirée5ORCID,de León Sara C.4ORCID

Affiliation:

1. Faculty of Education Sciences, Universidad de Talca, 380, María Auxiliadora St., Linares, Chile

2. Millennium Nucleus for the Science of Learning, Talca, Chile

3. Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

4. Department of Developmental and Educational Psychology, Universidad de La Laguna, La Laguna, Canary Islands, Spain

5. Department of Didactics and Educational Research, Universidad de La Laguna, La Laguna, Canary Islands, Spain

Abstract

This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants ( n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish.

Funder

Ministerio de Economía y Competitividad

Agencia Nacional de Investigación y Desarrollo

Publisher

SAGE Publications

Reference64 articles.

1. Development of reading prosody in school‐age Spanish children: a longitudinal study

2. Reading prosody development in Spanish children

3. Augurzky P. (2006). Attaching relative clauses in German: The role of implicit and explicit prosody in sentence processing [Doctoral Dissertation]. Max Planck Institute for Human Cognitive and Brain Sciences, MPI Series in Human Cognitive and Brain Sciences.

4. Fitting Linear Mixed-Effects Models Usinglme4

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