¿Predicen las habilidades suprasegmentales la adquisición de la lectoescritura en educación primaria?

  1. Nuria Calet 1
  2. Gracia Jiménez-Fernández 1
  3. Nicolás Gutiérrez-Palma 2
  4. Sylvia Defior 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Livre:
Avances en Ciencias de la Educación y del Desarrollo, 2014 II Congreso internacional de ciencias de la educación y del desarrollo. Granada (España), 25-27 de Junio de 2014
  1. Tamara Ramiro Sánchez (coord.)
  2. Mª Teresa Ramiro Sánchez (coord.)

Éditorial: Asociación Española de Psicología Conductual AEPC

ISBN: 978-84-608-4165-4

Année de publication: 2014

Pages: 914-920

Type: Chapitre d'ouvrage

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Résumé

Recent research shows that suprasegmental phonology is related to children’s reading development, independently of phonological awareness. The purpose of the study is to examine longitudinally the role of the suprasegmental phonology skills on literacy skills one year later beyond phonological awareness. 124 five year old Spanish children participated in this 1-year longitudinal study. Non-verbal intelligence, vocabulary and suprasegmental phonology along with measures of phonological awareness, reading and spelling were assessed. Hierarchical regression analyses revealed that after controlling for individual differences in phonological awareness, suprasegmental phonology skills were able to predict unique variance in literacy measures 1 year later. This study supports the contribution of suprasegmental phonology in children’s literacy development in early years.

La source de données: Dialnet