Prosodic awareness and children's multisyllabic word reading

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Holliman, A.J., Mundy, I.R., Wade-Woolley, L., Wood, C. ORCID: 0000-0003-1492-6501 and Bird, C., 2017. Prosodic awareness and children's multisyllabic word reading. Educational Psychology. ISSN 0144-3410

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Official URL: http://doi.org/10.1080/01443410.2017.1330948

Abstract

Prosody 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 fifty 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:

Journal article

Alternative Title:

Prosodic awareness and multisyllabic word reading

Publication Title:

Educational Psychology

Creators:

Holliman, A.J., Mundy, I.R., Wade-Woolley, L., Wood, C. and Bird, C.

Publisher:

Taylor & Francis

Date:

24 May 2017