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Vol. 26. Issue 1.
Pages 28-34 (January - June 2021)
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Vol. 26. Issue 1.
Pages 28-34 (January - June 2021)
Original
Effects of suprasegmental awareness on learning to read in the first school years
Efectos de la conciencia suprasegmental en el aprendizaje de la lectura en los primeros cursos escolares
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Raúl Gutiérrez-Fresnedaa,
Corresponding author
raulgf4@hotmail.com

Corresponding author.
, Isabel María De Vicente-Yagüe Jarab, Elena Jiménez-Pérezc
a University of Alicante
b University of Murcia
c University of Jaén
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Table 1. Means and standard deviations in segmental phonology, suprasegmental skills, decoding process and reading at syntactic and textual level and results of the analysis of variance and covariance for the experimental and control group
Abstract

One of the most relevant contributions of research in recent years on learning to read has been the knowledge of the importance of phonological awareness in the literacy process. Recently it has been observed that other skills such as suprasegmental phonology may also be a relevant factor in reading learning. However, most of the studies carried out in this sense have been done in languages with rhythmic structures different from Spanish, which does not allow us to know the impact that prosodic skills have on our language. The present study is carried out with the purpose of studying the effects that suprasegmental awareness has on the acquisition of reading at the beginning of compulsory schooling in alphabetic systems. A quasi-experimental design of comparison between groups with pre-test and post-test measures is used. In the study, 438 students between 7 and 8 years of age participate. The results point out that suprasegmental phonology constitutes a relevant factor in the learning of reading, which is why its integration in classroom practices is suggested.

Keywords:
Reading
Suprasegmental phonology
Prosody
Literacy
Reading comprehension.
Resumen

Uno de los aportes más relevantes de la investigación en los últimos años sobre el aprendizaje de la lectura ha sido el conocimiento de la importancia que tiene la conciencia fonológica en el proceso de alfabetización. Recientemente se ha observado que otras habilidades como es el caso de la fonología suprasegmental puede ser también un factor relevante en el aprendizaje lector. Sin embargo, la mayoría de los estudios realizados en este sentido se han efectuado en lenguas con estructuras rítmicas distintas al español, lo que no permite conocer el impacto que las habilidades prosódicas tienen en nuestra lengua. Con el propósito de estudiar los efectos que la conciencia suprasegmental tiene en la adquisición de la lectura al inicio de la escolaridad obligatoria en sistemas alfabéticos se efectúa el presente trabajo. Se emplea un diseño cuasi- experimental de comparación entre grupos con medidas pretest y postest. En el estudio participan 438 estudiantes con edades comprendidas entre los 7 y los 8 años. Los resultados señalan que la fonología suprasegmental constituye un factor relevante en el aprendizaje de la lectura por lo que se sugiere su integración en las prácticas del aula.

Palabras clave:
Lectura
Fonología suprasegmental
Prosodia
Alfabetización
Comprensión lectora.

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