Prosodic awareness and children’s multisyllabic word reading

Holliman, A. J and Mundy, Ian and Wade-Woolley, L and Wood, C and Bird, C (2017) Prosodic awareness and children’s multisyllabic word reading. Educational Psychology, 37 (10). pp. 1222-1241. ISSN 0144-3410

Preview

Text AAM Holliman et al (2017) Educational Psychology.pdf - Accepted Version Download (649kB)

Abstract

Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading.

Item Type:	Article
Identification Number:	10.1080/01443410.2017.1330948
Dates:	Date Event 12 May 2017 Accepted 24 May 2017 Published Online
Uncontrolled Keywords:	Prosody, suprasegmental phonology, stress, multisyllabic, reading
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
Divisions:	Faculty of Business, Law and Social Sciences > College of Psychology
Depositing User:	Ian Mundy
Date Deposited:	23 Sep 2019 21:32
Last Modified:	11 Jun 2024 13:03
URI:	https://www.open-access.bcu.ac.uk/id/eprint/8033

Actions (login required)

View Item