Beyond phonological awareness: stress awareness and learning word spelling
dc.contributor.author | Gutiérrez-Palma, Nicolás | |
dc.contributor.author | Valencia Naranjo, Nieves | |
dc.contributor.author | Justicia-Galiano, María José | |
dc.contributor.author | Carpio Fernández, María de la Villa | |
dc.date.accessioned | 2024-12-19T10:38:56Z | |
dc.date.available | 2024-12-19T10:38:56Z | |
dc.date.issued | 2019 | |
dc.description.abstract | This study investigates whether prosody is related to spelling acquisition. The awareness of a particular prosodic feature, lexical stress, may play some role in the acquisition of word spelling. A sample of 89 Spanish 3rd graders participated in this study. Control measures included non-verbal intelligence, vocabulary, and phonemic awareness. Results highlighted the potential role of prosodic knowledge in learning word spelling. Lexical stress awareness accounted for unique variance in word and sentence writing from dictation. In particular, stress awareness was related to stress errors (in word and sentence writing) while phonemic awareness was related to phoneme errors (in word writing). These data support the view that, in addition to phonological awareness, prosodic (lexical stress) awareness has the potential to be relevant for learning word spelling. | es_ES |
dc.description.sponsorship | This study was partially funded through the project PSI2011-29155 of the Spanish Ministry of Science and Innovation. | es_ES |
dc.identifier.citation | Gutiérrez-Palma, N., Valencia-Naranjo, N., Justicia-Galiano, M.J., Carpio-Fernández, M.V. (2019). Beyond phonological awareness: Stress awareness and learning word spelling. Learning and Individual Differences, 74, 101755-101755. https://doi.org/10.1016/J.LINDIF.2019.101755 | es_ES |
dc.identifier.issn | 1041-6080 | es_ES |
dc.identifier.other | 10.1016/J.LINDIF.2019.101755 | es_ES |
dc.identifier.uri | https://doi.org/10.1016/J.LINDIF.2019.101755 | es_ES |
dc.identifier.uri | https://hdl.handle.net/10953/3635 | |
dc.language.iso | eng | es_ES |
dc.publisher | Elsevier | es_ES |
dc.relation.ispartof | Learning and individual differences [2019]; [74]; [101755-101755] | es_ES |
dc.rights | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | Lexical stress, prosodic awareness, spelling acquisition | es_ES |
dc.title | Beyond phonological awareness: stress awareness and learning word spelling | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es_ES |
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