Scholarlink

<p>Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking preschoolers. A total of 250 five-year-old children were assessed on segmental phonology, suprasegmental phonology (stress awareness), non-linguistic rhythmic skills, basic cognitive abilities and word reading. A predictive model of early reading was tested using structural equation modelling. The results obtained indicated that non-linguistic rhythm significantly predicted stress awareness, and that both non-linguistic rhythm and stress awareness predicted phonological awareness. In turn, phonological awareness and non-linguistic rhythm directly predicted word reading performance. These findings highlight the contribution of prosodic competence and non-linguistic rhythmic skills to early reading development. The implications of prosodic competence for reading development are discussed.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月26日

查看全文
  • Alba Martínez-López,
  • Dunia Garrido,
  • Nicolás Gutiérrez-Palma,
  • Lesly Wade-Woolley,
  • Gracia Jiménez-Fernández,
  • Nuria Calet

摘要

Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking preschoolers. A total of 250 five-year-old children were assessed on segmental phonology, suprasegmental phonology (stress awareness), non-linguistic rhythmic skills, basic cognitive abilities and word reading. A predictive model of early reading was tested using structural equation modelling. The results obtained indicated that non-linguistic rhythm significantly predicted stress awareness, and that both non-linguistic rhythm and stress awareness predicted phonological awareness. In turn, phonological awareness and non-linguistic rhythm directly predicted word reading performance. These findings highlight the contribution of prosodic competence and non-linguistic rhythmic skills to early reading development. The implications of prosodic competence for reading development are discussed.