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ABSTRACT The purpose of this study was to examine the development of reading prosody and its impact on later reading skills. Suprasegmental features of oral reading were measured for 92 children at the end of grades 1 and 2 and oral reading fluency and reading comprehension assessments at the end of the third‐grade school year. Tests were carried out to determine (a) the manner in which the key features of oral reading prosody unfold with development and (b) the extent to which the development of reading prosody is predictive of later oral reading fluency and comprehension outcomes beyond word reading skills alone. Path model tests found a relationship between the presence of fewer pausal intrusions during oral reading in first grade and subsequent development of an adult‐like intonation contour in second grade. Outcome model tests indicated that the intonation contour was a significant predictor of later fluency once word reading skills were taken into account. Decreases in the number of pausal intrusions between the first and second grades and early acquisition of an adult‐like intonation contour predicted better comprehension later. Thus, prosodic oral reading might signal that children have achieved fluency and are more capable of understanding what they read. Results of this study support the inclusion of prosody in formal definitions of oral reading fluency. كان غرض هذه الدراسة استقصاء تنمية قراءة الشعر وتأثيرها في مهارات القراءة المتأخرة. وقد تم قياس معالم الآثار الصوتية الممتدة أثناء القراءة الجهرية لدى 92 طفلاً في نهاية الصفين الأول والثاني وسلاسة القراءة الجهرية واختبارات استيعاب القراءة في نهاية السنة الدراسية للصف الثالث. إذ تم إجراء اختبارات ليحدد (ا) الطريقة التي تنفتح فيها المعالم الرئيسية عند قراءة الشعر الجهرية بفضل التنمية و(ب) المدى الذي تكهن له تنمية قراءة الشعر لعواقب سلاسة القراءة الجهرية المتأخرة واستيعابها ما بعد مهارات قراءة الكلمة وحدها. وقد وجدت الاختبارات النموذجية المسارية علاقة بين وجود نسبة أقلّ من مقاطعات التردد أثناء القراءة الجهرية في الصف الأول والتنمية التالية لخاصية نبرة تشبه نبرة الناضجين في الصف الثاني. وأشارت الاختبارات النموذجية النتيجية إلى أن خاصية النبرة كانت مؤشرة مهمة للسلاسة المتأخرة بعد أن اتخذت بعين الاعتبار مهارات قراءة الكلمة. وقد كهنت الانخفاضات في عدد مقاطعات التردد بين الصفين الأول والثاني وبكور اكتساب خاصية نبرة تشبه نبرة الناضج فضلاً في الاستيعاب في وقت لاحق وبالتالي قد تشير قراءة الشعر الجهرية إلى أن الأطفال قد حققوا السلاسة وهم أكثر قادرين على فهم ما يقرؤون. وتدعم نتائج هذه الدراسة إشمال دراسة الشعر في التعريفات الرسمية لسلاسة القراءة الجهرية. 本研究的目的是调查韵律文的阅读发展对阅读技巧的影响。九十二名儿童分别在一、二年级学年末接受朗读超音段特征测试,以及在三年级学年末接受朗读流利程度测试与阅读理解测试。进行这些测试是要确定:一、韵律文朗读中的关键语音特征是如何随着发展呈现出来;二、除了单字阅读技巧这个单独因子之外,韵律文朗读发展对随后朗读流利程度与阅读理解测验结果之可预测性程度。路径模型测试结果显示出一年级朗读测试中所出现的较少停顿入侵,与随后二年级仿似成人语音轻重缓急抑扬顿挫发展之间的关系。结果模型测试结果显示,单字阅读技巧一旦被列入考虑中,语音的轻重缓急抑扬顿挫就成为预测随后朗读阅流利程度的一个重要因子。一、二年级之间在停顿入侵方面的递减与仿似成人语音轻重缓急抑扬顿挫的早期习得,均能预测以后较佳的阅读理解能力。因此,韵律文朗读能力可能预示儿童已达流利的程度和有较高的能力去理解所阅读的内容。本研究的结果支持把韵律文加进朗读流利的定义中之建议。 Cette étude avait pour but d'examiner le développement de la lecture de la prosodie et son impact ultérieur sur le savoir‐lire. On a mesuré les caractéristiques suprasegmentales en lecture orale de 92 enfants en fin de 1ère et 2ème année, et fait des évaluations de lecture orale courante et de compréhension de la lecture en fin de 3ème année. Des tests ont été réalisés pour déterminer a) la façon dont les caractéristiques clé de la lecture orale en prosodie apparaissent dans le développement, et b) dans quelle mesure le développement de la lecture en prosodie est prédictif des résultats ultérieurs en lecture orale courante et en compréhension, au‐delà des seules compétences de lecture de mots. Des tests de piste causale ont trouvé une relation entre la présence de moins d'arrêts inadéquats pendant la lecture orale en 1ère année et le développement ultérieur d'un contour intonatif semblable à l'adulte en 2ème année. Les tests de modèle de conséquences ont indiqué qu'un contour intonatif est un prédicteur significatif de la lecture courante ultérieure une fois prises en compte les compétences en lecture de mots. Une diminution du nombre d'arrêts inadéquats entre la 1ère et la 2ème année et une acquisition précoce d'un contour intonatif semblable à l'adulte est prédictif d'une meilleure compréhension ultérieure. Ainsi, la lecture orale de la prosodie pourrait être le signal que les enfants ont atteint une lecture courante et sont davantage en mesure de comprendre ce qu'ils lisent. Les résultats de cette étude viennent à l'appui de l'inclusion de la prosodie dans les définitions formelles de la lecture orale courante. Цель работы: исследование просодии чтения и ее воздействия на дальнейшее становление навыков чтения. При чтении вслух были замерены супрасегментные приемы у 92 первоклассников и второклассников в конце учебного года, а беглость чтения и понимание прочитанного оценивались в конце третьего класса. Проверочные испытания были призваны определить (а) как именно развиваются в дальнейшем ключевые особенности просодии чтения и (б) в какой мере просодия чтения помогает спрогнозировать, насколько бегло будет читать ребенок в будущем и насколько будет понимать смысл прочитанного – не отдельных слов, а текста в целом. Результаты тестов дают основания связать меньшее количество пауз при чтении в первом классе с последующим развитием взрослой интонации во втором классе. Интонационный контур – значимый фактор для предсказания беглости чтения отдельных слов в более взрослом возрасте. В свою очередь, уменьшение количества пауз от первого ко второму классу и ранее обретение взрослой интонации предсказывают хорошее понимание текста в дальнейшем. Таким образом, по просодии можно заранее судить, насколько быстро дети достигнут беглости и насколько они способны к пониманию прочитанного. Результаты данного исследования подтверждают, что есть смысл включить просодию в число параметров, замеряемых при проверке чтения вслух. El propósito de este estudio fue el de examinar el desarrollo prosódico de la lectura y su impacto posterior en las destrezas de lectura. Se midieron aspectos de la suprasegmentación de la lectura oral en 92 niños al finalizar el primer y segundo grado. Al finalizar el tercer grado se evaluaron la facilidad de lectura y su comprensión. Se hicieron pruebas para determinar (a) la forma en que se desenvuelven los aspectos claves de la prosodia de la lectura oral con el desarrollo, y (b) el grado al cual el desarrollo de la prosodia de la lectura puede predecir la futura facilidad de lectura y los resultados de la comprensión más allá de la simple capacidad de leer. Pruebas de los modelos de pasos encontraron una relación entre la presencia de menos entremetimientos de pausas durante la lectura oral en el primer grado, y el desarrollo posterior de un contorno de entonación similar al de adultos en el segundo grado. Pruebas de los modelos de resultados indicaron que el contorno de entonación pronostica con bastante seguridad la facilidad futura al tomarse en cuenta las destrezas para leer palabras. La disminución de los entremetimientos de pausas entre el primer y el segundo grado, y la adquisición temprana de un contorno de entonación similar al de un adulto, pronosticaron mejor comprensión en el futuro. Así, la lectura oral prosódica puede significar que los niños han logrado la fluidez y son más capaces de entender lo que leen. Los resultados de este estudio apoyan la inclusión de prosodia en la definición formal de la fluidez en la lectura oral.
Reading Research Quarterly – Wiley
Published: Oct 12, 2008
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