Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria

• Autores: Nuria Calet Ruiz, María Flores, Gracia Jiménez Fernández, Sylvia Ana Defior Citoler
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 32, Nº. 1, 2016, págs. 72-79
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 16 Citas
• Resumen
  • español

    En la última década diversos estudios han demostrado que las habilidades fonológicas suprasegmentales o prosódicas (conocimiento de los rasgos prosódicos del lenguaje tales como el acento, las pausas y la entonación) influyen en el desarrollo de la lectoescritura. Sin embargo, la mayoría de los estudios se han realizado en inglés y se han centrado fundamentalmente en el análisis de las habilidades suprasegmentales a nivel léxico.

    Este estudio analiza las relaciones entre las habilidades suprasegmentales y el desarrollo lector en 92 niños españoles de 5º de Educación Primaria.

    Se tomaron medidas de vocabulario, conciencia fonológica y habilidades suprasegmentales (conciencia del acento en palabras y pseudopalabras, nombres compuestos y ritmo no lingüístico) así como de lectura de palabras y comprensión lectora. Los resultados muestran que las habilidades suprasegmentales predicen un porcentaje significativo de la varianza en las habilidades lectoras, una vez controlada la influencia de la conciencia fonológica y del vocabulario. Además, las diferentes habilidades prosódicas (conciencia prosódica a nivel léxico, métrico y ritmo no lingüístico) presentan distintos patrones de relación con las habilidades lectoras

  • English

    Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5th grade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills

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