A Longitudinal Investigation of Prosodic Sensitivity and Emergent Literacy

Autor/inn/en	Critten, Sarah; Holliman, Andrew J.; Hughes, David J.; Wood, Clare; Cunnane, Helen; Pillinger, Claire; Deacon, S. Hélène
Titel	A Longitudinal Investigation of Prosodic Sensitivity and Emergent Literacy
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 2, S.371-389 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Critten, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10077-7
Schlagwörter	Longitudinal Studies; Intonation; Spelling; Suprasegmentals; Phonological Awareness; Language Rhythm; Speech Communication; Vocabulary Development; Emergent Literacy; Preschool Children; English; Language Acquisition; Path Analysis; Morphology (Languages); Prediction; Models; Literacy Education; Measures (Individuals) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schreibweise; Sprachrhythmus; Wortschatzarbeit; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English language; Englisch; Sprachaneignung; Spracherwerb; Pfadanalyse; Morphology; Morphologie; Vorhersage; Analogiemodell; Messdaten
Abstract	Prosodic sensitivity--the rhythmic patterning of speech--is theorized to influence reading and spelling via vocabulary knowledge, phonological, and morphological awareness. Previously this conceptual model has been evidenced with children who can already read, however as orthographic knowledge can be used to complete phonological awareness tasks it cannot be said definitively that it is prosodic sensitivity influencing reading and spelling and not the reverse. Therefore, the present study sought to test the model in a longitudinal study conducted at the outset of reading development. A sample of 4- to 5-year-old English-speaking children (N = 101) were assessed for their prosodic sensitivity, vocabulary knowledge, phonological and morphological awareness, and 1 year later (N = 93) for their word reading and spelling. A path analysis revealed that the conceptual model provides an adequate fit to our sample data: prosodic sensitivity in pre-reading children predicts reading and spelling indirectly through other emergent literacy skills. The implications of these findings are discussed in relation to models of literacy development and literacy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01