Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria

Abstract

Recent literature research has shown the influence of supraseg-mental phonology (the awareness of prosodic features such as stress, tim-ing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading develop-ment in 92 Spanish primary-school children of 5th grade. Vocabulary, pho-nological awareness, suprasegmental skills (lexical- and metrical-stress sen-sitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental pho-nology predicts a significative amount of variance in reading once phono-logical awareness and vocabulary were controlled. Furthermore, the com-ponents of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.