Segmenting Texts into Meaningful Word Groups: Beginning Readers' Prosody and Comprehension

Autor/inn/en	Arcand, Marie-Soleil; Dion, Eric; Lemire-Théberge, Léonie; Guay, Marie-Hélène; Barrette, Anne; Gagnon, Vickie; Caron, Pier-Olivier; Fuchs, Douglas
Titel	Segmenting Texts into Meaningful Word Groups: Beginning Readers' Prosody and Comprehension
Quelle	In: Scientific Studies of Reading, 18 (2014) 3, S.208-223 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2013.864658
Schlagwörter	Beginning Reading; Suprasegmentals; Reading Comprehension; Oral Reading; Grade 2; Elementary School Students; Punctuation; Reading Fluency; Vocabulary; French; Correlation; Multiple Regression Analysis; Foreign Countries; Canada (Montreal); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Erstleseunterricht; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 02; 2. Schuljahr; Schuljahr 02; Interpunktion; Wortschatz; Französisch; Korrelation; Ausland
Abstract	It was hypothesized that prosodic reading facilitates beginning readers' comprehension by allowing them to segment the text into meaningful word groups. Two prosodic features of the oral reading of second-grade students were considered: lack of inappropriate pauses and attention to punctuation. To examine the unique contribution of these features to reading comprehension, fluency (speed and accuracy of reading) and vocabulary were controlled. As expected, both prosodic features were significantly related to comprehension, jointly explaining as much variance as fluency. Accordingly, it might be counterproductive to encourage reading speed and accuracy at the expense of prosody. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10