Reading Prosody Unpacked: A Longitudinal Investigation of Its Dimensionality and the Relation with Word Reading and Listening Comprehension for Children in Primary Grades

Autor/inn/en	Kim, Young-Suk Grace; Quinn, Jamie; Petscher, Yaacov
Titel	Reading Prosody Unpacked: A Longitudinal Investigation of Its Dimensionality and the Relation with Word Reading and Listening Comprehension for Children in Primary Grades
Quelle	(2020), (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) ORCID (Quinn, Jamie) ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000480
Schlagwörter	Suprasegmentals; Oral Reading; Listening Comprehension; Elementary School Students; Reading Fluency; Primary Education; Intervals; Intonation; Pacing; Reading Processes; Predictor Variables; Reading Tests; Achievement Tests; Word Recognition; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Hörverständnis; Primarbereich; Lerntempo; Prädiktor; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Worterkennung; WIAT; Eignungsprüfung; Eignungstest
Abstract	We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening comprehension in the fall and spring of each year (i.e., 6 waves of data). From oral text reading, reading prosody was evaluated on pause structures (pause duration, pause frequency) and pitch (intonation contour, F[subscript 0] change) using spectrographic analysis, and on expressiveness, smoothness, phrasing, and pacing using the Multi-Dimensional Fluency Scale (MFS). A bifactor structure described the data best across the 6 waves, composed of (a) a ratings and pause "general" factor, which captured common variance among MFS, pause frequency, and pause duration; (b) ratings (MFS) and pause "specific" factors, which captured variance over and above the ratings and pause general factor; and (c) a separate pitch factor, which captured variance in intonation contour and F[subscript 0] change. Word reading and listening comprehension were related to the identified dimensions of reading prosody, but when they were in a model together, word reading, not listening comprehension, was uniquely related to reading prosody across the six waves. These results indicate that reading prosody is multidimensional and that a pitch factor is a dissociable skill from the general ratings and pause prosody. Furthermore, word reading is the primary driver for the development of various dimensions of reading prosody, at least for children in primary grades. [This is the online version of an article published in "Journal of Educational Psychology" (ISSN 0022-0663).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01