Importance of prosodic awareness when learning how to read in primary school students

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

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Year of publication: 2021

Volume: 33

Issue: 3

Pages: 505-528

Type: Article

DOI: 10.1080/11356405.2021.1949108 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Metrics

Cited by

  • Scopus Cited by: 2 (20-02-2024)
  • Dialnet Métricas Cited by: 3 (18-02-2024)
  • Web of Science Cited by: 2 (01-11-2023)
  • Dimensions Cited by: 1 (11-01-2024)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 2.226
  • Journal Impact Factor without self cites: 2.161
  • Article influence score: 0.482
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 152/270 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.458
  • Best Quartile: Q1
  • Area: Cultural Studies Quartile: Q1 Rank in area: 105/1204
  • Area: Education Quartile: Q2 Rank in area: 569/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.410
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 24/235

CIRC

  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.3
  • Area: Cultural Studies Percentile: 92
  • Area: Education Percentile: 64

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.92
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 268/743

Dimensions

(Data updated as of 11-01-2024)
  • Total citations: 1
  • Recent citations (2 years): 1
  • Field Citation Ratio (FCR): 1.33

Abstract

Studies in recent years have shown the importance of phonological skills when learning how to read and treating reading difficulties. More recently, research has shown the importance of suprasegmental skills in reading acquisition. However, in spite of this evidence, there is very little research in Spanish aimed at identifying these skills’ influence on the reading process. The objective of this study was to analyse the connection between suprasegmental phonological awareness and reading skills in a group of 323 students aged eight and nine. Measures of reading words and pseudo-words and syntactic and textual reading comprehension were collected along with suprasegmental skills. The results show that suprasegmental skills show significant linkage patterns with reading skills.

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