Reading Prosody: The Role of Automaticity and Motivational Variables

Authors

DOI:

https://doi.org/10.21814/childstudies.5928

Keywords:

prosody, decoding, reading fluency, reading accuracy, reading motivation

Abstract

Proficient reading goes beyond the automatic recognition of words; it involves the ability to read a text effortlessly, with expressiveness, intonation, appropriate pauses, and accuracy. Several studies support the idea that prosody is the most prominent skill in reading fluency due to its strong connection with reading comprehension. The present study sought to expand knowledge on the association of prosody with motivational variables, such as self-concept and reading enjoyment, over and above reading speed and accuracy. The study involved 189 third grade students from public schools in the North, Center, and South of Portugal. The results indicate that motivational variables, particularly self-concept, are associated to prosody performance. However, when reading speed and accuracy are included in the model, the motivational variables are no longer predictors of prosody performance. The results are discussed, allowing for reflection on possible implications for practice in the context of early elementary education.

Author Biographies

Joana Cruz, Universidade Lusíada Porto; Centro de Investigação em Psicologia para o Desenvolvimento

Joana Cruz holds a PhD in Educational Psychology from the University of Minho. Since 2013, she has been an Assistant Professor at Universidade Lusíada Porto, contributing to the training of psychologists in both the Psychology Degree and the Educational Psychology Master’s program. She has been a member of the Psychology for Development Research Center (CIPD) since 2013 and was promoted to the role of its director in 2023. Her research interests are related to learning to read, write and mathematics, learning difficulties and inclusive education.

Diana Brito, Universidade Lusíada Porto

Diana Martins Brito holds a Master’s degree in Educational Psychology from Universidade Lusíada Porto. Her research focused on prosody, with a particular emphasis on the prosodic performance of third-grade students.

Maria Catarina Pinho, Universidade Lusíada Porto

Maria Catarina Pinho holds a Master's degree in Educational Psychology from Universidade Lusíada Porto. With a Bachelor's degree in Psychology, her work focused on the promotion of prosody.

Bruna Rodrigues, Centro de Investigação em Psicologia para o Desenvolvimento

Bruna Rodrigues holds a PhD in Applied Psychology by the University of Minho and is a specialist in Educational Psychology by the Portuguese Order of Psychologists. Her career has been dedicated to the development of research-action projects focused mainly on the promotion of language, reading, and writing. She has published articles in specialized journals, books/book chapters and papers in proceedings, and has also presented oral communications and posters in national and international conferences. In coauthorship with other researchers, she was congratulated with two awards in Portugal: " Prémio Ler+" (2018) and "Prémio Ana Maria Vieira de Almeida" (2023).

Irene Cadime, Centro de Investigação em Estudos da Criança da Universidade do Minho

Irene Cadime holds a PhD in Educational Psychology from the University of Minho. She is an Assistant Researcher at the Research Center on Child Studies at the Institute of Education of the University of Minho. She has coordinated and participated in projects focused on the development of oral and written language in children, with a particular emphasis on developing assessment measures and intervention programs. She has regularly published books, book chapters, and articles in national and international journals and has supervised master's dissertations and doctoral theses in this field. She is also a member of the editorial board of international scientific journals.

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27-12-2024

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Cruz, J., Brito, D., Pinho, M. C., Rodrigues, B., & Cadime, I. (2024). Reading Prosody: The Role of Automaticity and Motivational Variables. Child Studies, (6), 33–52. https://doi.org/10.21814/childstudies.5928

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No. 6 (2024)

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Copyright (c) 2024 Joana Cruz, Diana Brito, Maria Catarina Pinho, Bruna Rodrigues, Irene Cadime

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