Exploring the relationship between prosodic sensitivity and emergent literacy skills in a sample of pre-readers.

Andrew Holliman, Clare Wood, Claire Pillinger

    Research output: Contribution to conferencePosterpeer-review

    Abstract

    A growing literature has demonstrated that prosodic sensitivity is related to reading development; however, research
    investigating the relationship between prosodic sensitivity and reading development in the period prior to reading instruction
    is sparse. Moreover, few measures of prosodic sensitivity are suitable for children of this age. In this study, four- to 5-year-old
    English-speaking children (N = 101) from Primary Schools in the West Midlands, UK who were identified as being
    pre-readers completed a new test of prosodic sensitivity (comprising four subtests) and were also assessed for their nonverbal
    IQ, vocabulary knowledge, morphological awareness, and phonological awareness (syllable segmentation, rhyme
    awareness, phoneme isolation, letter knowledge). The new measure was found to be sensitive to individual differences
    in prosodic sensitivity and participants’ scores were significantly correlated with measures of vocabulary, phonological
    awareness, and morphological awareness. An exploratory factor analysis revealed that the prosodic sensitivity subtests
    loaded onto a single factor, and that prosodic sensitivity and phonological awareness loaded onto different factors. These
    findings suggest that prosodic sensitivity and phonological awareness are distinct, but related skills in the early stages of
    reading development.
    Original languageEnglish
    Publication statusPublished - 2013

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