Effects of fluency training on reading competence in primary school children: The role of prosody |
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| Affiliation: | 1. Department of Developmental and Educational Psychology, University of Granada, Campus Univ. Cartuja, s/n. 18071, Spain;2. Department of Psychology, University of Jaen, Campus Las Lagunillas, s/n 23071, Spain;1. Department of Psychology, The Education University of Hong Kong, Hong Kong;2. Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, Hong Kong;1. Colegio Santa María la Real, Sarriguren, Navarra, España;2. Universidad de Piura, Piure, Perú;3. Universidad de Navarra, Pamplona, España;1. The Children’s Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou 310052, China;2. Key Laboratory of Reproductive Genetics, Ministry of Education, Zhejiang University, Hangzhou, Zhejiang 310058, China;1. Hearing, Speech and Language Sciences, Gallaudet University, Washington, D.C. 20002, United States;2. Communication Sciences and Disorders, University of Mississippi, University, MS 38677, United States;3. Speech-Language-Hearing: Sciences and Disorders, 1000 Sunnyside Avenue, University of Kansas, Lawrence, KS 66045, United States;1. Departamento de Psicología Evolutiva y de la Educación, Universidad de Granada, 18071 Granada, Spain;2. Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, 41014 Sevilla, Spain;1. Department of Developmental and Educational Psychology, University of Granada, Campus de Cartuja s/n, 18071 Granada, Spain;2. Department of Psychology, University of Jaén, Campus Las Lagunillas, Edificio Humanidades y Ciencias de la Educación II (C5), 23071 Jaén, Spain |
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| Abstract: | Reading fluency defined as speed, accuracy, and prosody, is a critical component of reading development. The purpose of this research was to compare the efficacy of automaticity versus prosody programmes on reading comprehension. The study included 122 Spanish primary-school children (74 second and 48 fourth graders), randomly assigned to one of three groups: (a) automaticity training, which consisted of repeated reading with a focus on speed and accuracy plus phonological and orthographic awareness activities; (b) prosody training, which consisted of repeated reading with a focus on expressiveness plus prosody sensitivity activities; and a (c) ‘no treatment’ control group. Multiple measures were used to determine pre-post training performance in reading fluency—automaticity and prosody—and comprehension. Prosody training proved superior to automaticity training in promoting automaticity and prosody. Prosody and automaticity training in fourth graders resulted in superior sentence comprehension compared to controls. The importance of prosody for reading development in primary school is discussed. |
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| Keywords: | Prosody Reading comprehension Reading fluency Training programmes Automaticity |
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