Journal
JOURNAL OF RESEARCH IN READING
Volume 41, Issue -, Pages S102-S129Publisher
WILEY
DOI: 10.1111/1467-9817.12248
Keywords
decoding; reading prosody; context fluency effect; reading comprehension
Funding
- FCT - Foundation of Science and Technology [SFRH/BD/46432/2008]
- project Developmental benchmarks of reading and writing, in European Portuguese, from first to sixth grade' (2008-2010), under the National Reading Plan
- Fundação para a Ciência e a Tecnologia [SFRH/BD/46432/2008] Funding Source: FCT
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The relevance of reading prosody on reading comprehension has been theoretically proposed and empirically recognised. The present study aimed to investigate longitudinal and concurrent relationships between reading prosody and reading comprehension processes, beyond decoding and word reading efficiency. Two cohorts of Portuguese children, ranging different grade levels (grades 2 to 3 and 4 to 5), were tested. Reading prosody was assessed through a rating scale, and text reading comprehension and context fluency effect were used to measure effortful and effortless reading comprehension processes, respectively. Results showed no bidirectional longitudinal effects between reading prosody and reading comprehension processes. In contrast, they revealed a concurrent contribution of reading prosody to the measure that mainly captures the effortless processes of reading comprehension from grades 2 to 5 but not for effortful ones. Results also highlighted the key role of decoding and word reading efficiency in the relationship between reading prosody and reading comprehension.
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