Universität zu Köln

Schmidt, Barbara Maria, Breuer-Kueppers, Petra, Vahlhaus-Aretz, Doris ORCID: 0000-0003-4198-7609, Obergfell, Anja Larissa ORCID: 0000-0002-3991-3195 and Schabmann, Alfred (2023). Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German. Read. Writ., 36 (1). S. 223 - 240. DORDRECHT: SPRINGER. ISSN 1573-0905

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Abstract

There are contradictory findings in the literature about prosodic sensitivity's contribution to reading. In this study, we examined whether prosodic sensitivity makes a unique contribution to different reading outcomes in German after controlling for the effects of phonological awareness. Word reading, nonword reading and sentence reading as well as phonological awareness (PA), prosodic sensitivity (PS), and nonverbal IQ were assessed in a sample of N = 207 8- to 10-year-old German-speaking children in third grade. Results showed that after controlling for PA, PS was predictive of only sentence reading. A commonality analysis further showed that PS and PA share about 22% of the explained variance (R-2 = .13) in sentence reading, while PS uniquely contributes 18% and PA 60% of this variance. The results indicate that PS is more strongly related to reading tasks with semantic demands.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Schmidt, Barbara Maria UNSPECIFIED UNSPECIFIED UNSPECIFIED Breuer-Kueppers, Petra UNSPECIFIED UNSPECIFIED UNSPECIFIED Vahlhaus-Aretz, Doris UNSPECIFIED orcid.org/0000-0003-4198-7609 UNSPECIFIED Obergfell, Anja Larissa UNSPECIFIED orcid.org/0000-0002-3991-3195 UNSPECIFIED Schabmann, Alfred UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-657222
DOI:	10.1007/s11145-022-10313-2
Journal or Publication Title:	Read. Writ.
Volume:	36
Number:	1
Page Range:	S. 223 - 240
Date:	2023
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PHONOLOGICAL AWARENESS; LEXICAL STRESS; DEVELOPMENTAL DYSLEXIA; SPEECH RHYTHM; WORD; ACQUISITION; PERCEPTION; CHILDREN; ABILITY; DIFFICULTIES Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/65722