Evolution of pauses during reading in schoolchildren with different reading comprehension trajectories
Main Article Content
Abstract
This study examines the evolution of oral reading pauses in 27 Chilean elementary school students: nine students with high performance in reading comprehension in 4th and 6th grade; eight students with low performance in 4th grade, but high in 6th grade; and nine students with low performance. Nine university students participated as a reference group. Pauses were classified into three categories: adequate, inadequate, and silences, hesitations, and lengthening. This classification was performed using the PRAAT software. While there were no differences in adequate pauses, significant variations were observed in the frequency of inadequate pauses. The group with the lowest reading comprehension exhibited the highest frequency. In 6th grade, all students demonstrated improvement in their initial performance. However, the gap between students with higher and lower reading comprehension development persisted, while the group that increased their comprehension also tended to improve their pause management. In the case of university students, the group with strong comprehension came closer to the reference group by the time they reached 6th grade. The findings underscore the pivotal role of punctuation in guiding grammatical pauses and validate the existence of disparities in the evolution of pause usage among students with varying reading comprehension levels.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles published at Ocnos will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported
Downloads
References
Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psichology, 6, 1810. https://doi.org/10.3389/fpsyg.2015.01810 DOI: https://doi.org/10.3389/fpsyg.2015.01810
Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos. F. (2018). Reading prosody development in Spanish children. Reading and Writing, 31, 35-52. https://doi.org/10.1007/s11145-017-9768-7 DOI: https://doi.org/10.1007/s11145-017-9768-7
Álvarez-Cañizo, M., Martínez-García, C. M., Cuetos, F., & Suárez-Coalla, P. (2020). Development of reading prosody in school-age Spanish children: a longitudinal study. Journal of Research in Reading, 43(1), 1-18. https://doi.org/10.1111/1467-9817.12286 DOI: https://doi.org/10.1111/1467-9817.12286
Alliende, F., Condemarín, M., & Milicic, N. (2004). Prueba CLP, formas paralelas: Manual para la aplicación de la prueba de comprensión lingüística progresiva, ocho niveles de lectura. Ediciones Universidad Católica de Chile.
Arcand, M. S., Dion, E., Lemire-Théberge, L., Guay, M. H., Barrette, A., Gagnon, V., Caron, P. O., & Fuchs, D. (2014). Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension. Scientific Studies of Reading, 18(3), 208-223. https://doi.org/10.1080/10888438.2013.864658 DOI: https://doi.org/10.1080/10888438.2013.864658
Barrio-Cantalejo, I. M., Simón-Lorda, P., Melguizo, M., Escalona, I., Marijuán, M. I., & Hernando, P. (2008). Validación de la Escala INFLESZ para evaluar la legibilidad de los textos dirigidos a pacientes. Anales del Sistema Sanitario de Navarra, 31(2), 135-152. https://doi.org/10.4321/S1137-66272008000300004 DOI: https://doi.org/10.4321/S1137-66272008000300004
Borzone-de-Manrique, A. M., & Signorini, A. (2000). Lectura y prosodia: una vía para el estudio del procesamiento cognitivo. Interdisciplinaria, 17(2), 95-117. https://www.redalyc.org/pdf/180/18011322002.pdf
Boersma, P. y Weenink, D. (2020). Praat: doing phonetics by computer (Versión 6.1.16) [Software]. http://www.praat.org
Cuadro, A., Mailhos, A., Estevan, I., & Martínez-Sánchez, F. (2021). Reading competency, speech rate and rhythm. Psicothema, 33(2), 222-227. https://doi.org/10.7334/psicothema2020.80 DOI: https://doi.org/10.7334/psicothema2020.80
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2014). PROLEC-R: Batería de evaluación de los procesos lectores (Revisada). TEA Ediciones.
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175. https://doi.org/10.1080/00405849109543497 DOI: https://doi.org/10.1080/00405849109543497
Erekson, J. A. (2010). Prosody and interpretation. Reading horizons: A Journal of Literacy and Language Arts, 50(2), 80-89. https://scholarworks.wmich.edu/reading_horizons/vol50/iss2/3
Etxebarria. A., Gaminde. I., Romero. A., & Iglesias. A. (2016). Desarrollo de la competencia prosódica en la lectura en voz alta: importancia de las pausas. Ocnos, 15(2), 110-118. https://doi.org/10.18239/ocnos_2016.15.2.1047 DOI: https://doi.org/10.18239/ocnos_2016.15.2.1047
Fumagalli, J. C., Ferroni, M. V., & Jaichenco, V. (2023). Evaluación de la lectura. Una escala de fluidez basada en textos. Revista Iberoamericana de Psicología 15(3), 15-26. https://doi.org/10.33881/2027-1786.rip.15302 DOI: https://doi.org/10.33881/2027-1786.rip.15302
Gaminde, I., Etxebarria, A., Garay, U., & Romero, A. (2012). Komunikazio gaitasunetik kultura arteko komunikazio gaitasunera: Baliabide didaktikoak. En Hizkuntzaz Jabetzen (pp. 209- 251). Mendebalde Kultura Alkartea.
Gaminde, I., Aurrekoetxea, G., Etxebarria, A., Garay, U., & Romero, A. (2014). Ahoskera lantzeko argibideak eta jarduerak. Laguntzarako materiala: teoria eta praktika. UPV/EHU.
Gil-Fernández, J. (2007). Fonética para profesores de español: de la teoría a la práctica. Arco/Libros.
Godde. E., Bosse. M. L., & Bailly, G. (2020). A review of reading prosody acquisition and development. Reading and Writing, 33(2), 399-426. https://doi.org/10.1007/s11145-019-09968-1 DOI: https://doi.org/10.1007/s11145-019-09968-1
Godde, E., Bailly. G., & Bosse, M. L. (2022). Pausing and breathing while reading aloud: development from 2nd to 7th grade in French speaking children. Reading and Writing, 35, 1-27. https://doi.org/10.1007/s11145-021-10168-z DOI: https://doi.org/10.1007/s11145-021-10168-z
Groen, M. A., Veenendaal. N. J., & Verhoeven, L. (2019). The role of prosody in reading comprehension: Evidence from poor comprehenders. Journal of Research in Reading, 42(1), 37-57. https://doi.org/10.1111/1467-9817.12133 DOI: https://doi.org/10.1111/1467-9817.12133
Hernández-Rodríguez, S., & Soto-Barba, J. (2018). Las pausas silentes y oralizadas en oraciones subordinadas sustantivas objetivas pronunciadas por hablantes de Iquique y Punta Arenas. Alfa (Osorno), (46), 151-174. https:// doi.org/10.4067/S0718-22012018000100151 DOI: https://doi.org/10.4067/S0718-22012018000100151
Joanette, Y., Ansaldo, A. I., Kahlaoui, K., Côté, H., Abusamra, V., Ferreres, A., & Roch-Lecours, A. (2008). Impacto de las lesiones del hemisferio derecho sobre las habilidades lingüísticas: perspectivas teórica y clínica. Revista de Neurología, 45, 481-488. https://doi.org/10.33588/rn.4608.2008079 DOI: https://doi.org/10.33588/rn.4608.2008079
Jordán, N., Cuetos, F., & Suárez-Coalla, P. (2019). La prosodia en la lectura de niños con trastorno específico del lenguaje. Infancia y Aprendizaje, 42(1), 87-127. https://doi.org/10.1080/02103702.2018.1550161 DOI: https://doi.org/10.1080/02103702.2018.1550161
Kim, Y. S. G., Quinn, J. M., & Petscher, Y. (2021). Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades. Journal of Educational Psychology, 113(3), 423-445. https://doi.org/10.1037/edu0000480 DOI: https://doi.org/10.1037/edu0000480
Llisterri, J. (2021). Los elementos suprasegmentales. Universitat Autónoma de Barcelona. http://liceu.uab.cat/~joaquim
Miller, J., & Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336-354. https://doi.org/10.1598/RRQ.43.4.2 DOI: https://doi.org/10.1598/RRQ.43.4.2
Raven, J. C., Court, J. H., & Raven, J. (2004). Test de matrices progresivas: Escala coloreada, general y avanzada. Paidós.
Roldán, L. Á., Formoso, J., Zabaleta, V., & Barreyro, J. P. (2022). Relaciones entre prosodia y comprensión lectora en estudiantes de habla hispana: revisión sistemática y metaanálisis. Interdisciplinaria, 39(3), 121-135. https://doi.org/10.16888/interd.2022.39.3.7 DOI: https://doi.org/10.16888/interd.2022.39.3.7
Schreiber, P. A. (1991). Understanding prosody’s role in reading acquisition. Theory Into Practice, 30(3), 158-164. https://doi.org/10.1080/00405849109543496 DOI: https://doi.org/10.1080/00405849109543496
Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119–129. https://doi.org/10.1037/0022-0663.96.1.119 DOI: https://doi.org/10.1037/0022-0663.96.1.119
Vásquez-Venegas, I., León-Valdés, H. & Sáez-Carrillo, K. (2023). Desempeño prosódico en lectura en voz alta en niños con trastorno del espectro autista. Estudios Filológicos, 72, 91-110. https://doi.org/10.4067/S0071-17132023000200091 DOI: https://doi.org/10.4067/S0071-17132023000200091
Wolters, A. P., Kim, Y. G., & Szura, J. W. (2022). Is reading prosody related to reading comprehension? A meta-analysis. Scientific Studies of Reading, 26(1), 1-20. https://doi.org/10.1080/10888438.2020.1850733 DOI: https://doi.org/10.1080/10888438.2020.1850733