BACKGROUND Although previous studies have considered the relationship between prosody skills and the acquisition of reading skills, few have performed comprehensive, simultaneous assessments of different oral language prosody skills and, to our knowledge, none have been carried out in Spanish. Our study analyses the relationship between prosody and reading skills. METHOD Sixty-one second-grade Spanish schoolchildren participated in this study. Prosodic skills were assessed using the Spanish version of the Profiling Elements of Prosody in Speech-Communication battery, available in different languages. Reading comprehension, word/non-word reading skills, phonological awareness and vocabulary were also evaluated. RESULTS The results show that prosody was significantly related to word and non-word reading, but phonological awareness was the only significant predictor of these reading outcomes. Prosodic skills contribute to explaining reading comprehension even after controlling for the effect of vocabulary and phonological awareness. CONCLUSIONS The results highlight the role of prosodic skills in reading acquisition in Spanish. Comparison with previous studies in English-language populations demonstrates the existence of cross-linguistic differences.

中文翻译：

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西班牙小学生的韵律技能和阅读习得：使用 PEPS-C 测试进行分析。

背景 虽然以前的研究已经考虑了韵律技能和阅读技能的获得之间的关系，但很少有人对不同的口语韵律技能进行全面、同步的评估，据我们所知，没有一个是用西班牙语进行的。我们的研究分析了韵律和阅读技巧之间的关系。方法 61 名西班牙二年级学童参与了这项研究。韵律技能是使用西班牙语版本的语音通信中韵律分析元素的西班牙语版本进行评估的，该电池有不同的语言版本。还评估了阅读理解、单词/非单词阅读技巧、语音意识和词汇。结果 结果表明，韵律与单词和非单词阅读显着相关，但语音意识是这些阅读结果的唯一重要预测因素。即使在控制了词汇和语音意识的影响之后，韵律技能也有助于解释阅读理解。结论 结果突出了韵律技能在西班牙语阅读习得中的作用。与以前对英语人群的研究进行比较表明存在跨语言差异。