The relationship between prosodic perception, phonological awareness and vocabulary in emergent literacy

摘要: Studies have begun to focus on what skills contribute the development of phonological awareness, an important predictor reading attainment. One these is perception prosody, which rhythm, tempo and stress a language. To examine whether prosodic contributes awareness prior tuition, we assessed 49 prereaders. Using confirmatory factor analysis, found that measures loaded onto separate factors. Our regression analyses revealed accounted for significant variance after partialling out definitional vocabulary memory digits, but not accounting receptive vocabulary. Based independence from vocabulary, concluded indirectly through by improving speech-processing skills, independently semantic knowledge. Further studies should role prosody in children at risk later difficulties.