Defior Sylvia, Gutiérrez-Palma Nicolás, Cano-Marín María José
Facultad de Psicología, Universidad de Granada, 18071 Granada, Spain.
J Psycholinguist Res. 2012 Aug;41(4):285-94. doi: 10.1007/s10936-011-9192-0.
There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and spelling. In written language tests, errors were classified as phonological (grapheme-to-phoneme conversion rules) or stress-related (placement of the stress mark). Regression analyses showed that, once memory and phonological awareness were controlled, stress awareness partially explained reading and spelling performance as well as error type; however, differences were found between reading and spelling errors. These results show a relationship between prosodic skills--namely stress sensitivity--and the acquisition of reading and spelling skills that seems to be independent of phonological awareness skills.
在西班牙语中，关于韵律技能在阅读和拼写习得中的潜在作用的研究非常少，而这正是本研究的主题。共有85名小学五年级学生（平均年龄为10岁9个月）参加了评估记忆、重音意识、语音意识、阅读和拼写的测试。在书面语言测试中，错误被分为语音类（音素到音位转换规则）或重音相关类（重音符号的位置）。回归分析表明，在控制了记忆和语音意识之后，重音意识部分解释了阅读和拼写表现以及错误类型；然而，在阅读和拼写错误之间发现了差异。这些结果表明，韵律技能——即重音敏感度——与阅读和拼写技能的习得之间存在一种关系，这种关系似乎独立于语音意识技能。
