Alexandra M. Ryken, Lesly Wade-Woolley, S. Hélène Deacon
{"title":"Punctuation: a missing link between awareness of prosody and reading comprehension","authors":"Alexandra M. Ryken, Lesly Wade-Woolley, S. Hélène Deacon","doi":"10.1007/s11145-024-10517-8","DOIUrl":null,"url":null,"abstract":"<p>There is growing theoretical and empirical consensus for a role of awareness of suprasegmental phonology, also known as prosody, or the rhythmic elements of speech, in reading comprehension. Here we explore a potential mechanism by which this relation functions: awareness of how punctuation reflects prosody, for instance appreciating that a period or comma often marks a pause. Children who are more aware of prosody might be better able to use punctuation as a guide to what text should sound like, which could enable understanding text meaning. We tested 151 English-speaking students in Grades 3–5 to explore whether the relation between awareness of prosody and reading comprehension is mediated by awareness of how punctuation reflects prosody. After controlling for age, punctuation knowledge, word reading, phonological awareness, vocabulary, and nonverbal ability, there were direct relations between awareness of prosody and reading comprehension, as well as indirect effects via awareness of how punctuation reflects prosody. These results suggest a role for punctuation in applying awareness of prosody to reading comprehension; we interpret this as a potential mechanism by which awareness of prosody supports reading comprehension, a finding that can both refine current models of reading comprehension and inspire the design of effective instruction.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"253 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10517-8","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
There is growing theoretical and empirical consensus for a role of awareness of suprasegmental phonology, also known as prosody, or the rhythmic elements of speech, in reading comprehension. Here we explore a potential mechanism by which this relation functions: awareness of how punctuation reflects prosody, for instance appreciating that a period or comma often marks a pause. Children who are more aware of prosody might be better able to use punctuation as a guide to what text should sound like, which could enable understanding text meaning. We tested 151 English-speaking students in Grades 3–5 to explore whether the relation between awareness of prosody and reading comprehension is mediated by awareness of how punctuation reflects prosody. After controlling for age, punctuation knowledge, word reading, phonological awareness, vocabulary, and nonverbal ability, there were direct relations between awareness of prosody and reading comprehension, as well as indirect effects via awareness of how punctuation reflects prosody. These results suggest a role for punctuation in applying awareness of prosody to reading comprehension; we interpret this as a potential mechanism by which awareness of prosody supports reading comprehension, a finding that can both refine current models of reading comprehension and inspire the design of effective instruction.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
