Effects of suprasegmental awareness on learning to read in the first school years

  1. Raúl Gutiérrez-Fresneda 1
  2. Isabel María de Vicente-Yagüe Jara 2
  3. Elena Jiménez-Pérez 3
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  3. 3 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2021

Volume: 26

Issue: 1

Pages: 28-34

Type: Article

DOI: 10.1016/J.PSICOE.2020.10.001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Metrics

Cited by

  • Dialnet Métricas Cited by: 3 (18-02-2024)
  • Dimensions Cited by: 0 (07-01-2024)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 3.775
  • Journal Impact Factor without self cites: 3.5
  • Article influence score: 0.618
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 14/61 (Ranking edition: SSCI)
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 56/270 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.844
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 246/1441
  • Area: Developmental and Educational Psychology Quartile: Q2 Rank in area: 109/355

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 3.270
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 4/111
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 3/235

CIRC

  • Social Sciences: A+

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 6.1
  • Area: Education Percentile: 94
  • Area: Developmental and Educational Psychology Percentile: 90

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 1.8
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 10/75
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 81/743

Dimensions

(Data updated as of 07-01-2024)
  • Total citations: 0
  • Recent citations (2 years): 0
  • Field Citation Ratio (FCR): 0.0

Abstract

One of the most relevant contributions of research in recent years on learning to read has been the knowledge of the importance of phonological awareness in the literacy process. Recently it has been observed that other skills such as suprasegmental phonology may also be a relevant factor in reading learning. However, most of the studies carried out in this sense have been done in languages with rhythmic structures different from Spanish, which does not allow us to know the impact that prosodic skills have on our language. The present study is carried out with the purpose of studying the effects that suprasegmental awareness has on the acquisition of reading at the beginning of compulsory schooling in alphabetic systems. A quasi-experimental design of comparison between groups with pre-test and post-test measures is used. In the study, 438 students between 7 and 8 years of age participate. The results point out that suprasegmental phonology constitutes a relevant factor in the learning of reading, which is why its integration in classroom practices is suggested.

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