The development of prosodic text reading as a dimension of oral reading fluency in early elementary school children
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Prosodic text reading is widely considered one of tiches of de orfinialng characteristreading fluency. The general purpose of this study was t ofo e xamine the developmentreading prosody throughout the years of primary reasdi 1 tng ahrcougquih 3)siti. on (gradeParticipants were 92 first-grade students who we oref pa thert of a larger studydevelopment of reading fluency. Suprasegmental featur mese ofasur oerd al reading wereon three separate occasions throughout grades 1 and 2 (e tiniaktein al measurements werduring the spring of the first grade school year wioctch furrolinlgow -up assessments during the fall and the spring of second grade). A financll outuded come assessment was iduring the spring of the third grade school year asons weilslt. Oed ofutcom e measures cformal assessments of oral reading fluency and readipengc icfomicpr ehension. The sresearch objectives consisted of the following: (1) tso dees itn ermine whether decreapausing over time serve a causal function for the developmes;e (nt2) of larger pitch changto determine the extent to which the growth of prosody during grades 1 and 2 is predictive of oral reading fluency in grade 3; (3) tot deh ofte rmine whether the growreading prosody during grades 1 and 2 is predictive of comprehension skill in grade 3; and (4) to determine the extent to which the development of reading prosody adds to our ability to account for reading fluency and comprehension outcomes beyond word reading speed and accuracy. Path model tests found evidence of a eraeslea tionship between a decrin the number of pauses during oral reading and the subsequent development of adult-like pitch contours. Furthermore, outcome model tests indicated that while aspects of both pause and pitch variables initially impacted oral reading fluency, only pitch contouremerged as a significant predictor of fluency once wccorurd racye wadiernge speed and ataken into account. Finally, the cumulative effectn od tf dehe icrnieatsieasl i n pausing apitch contour measurement predicted comprehension skill.