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

Rachel L. Beattie

Franklin R. Manis

Journal of Research in Reading

Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.

The Journal of Research in Reading provides an international forum for researchers in literacy. It is a peer-reviewed journal primarily dedicated to reports of empirical studies in reading and related fields, as well as informed reviews of relevant literature. The journal welcomes papers that explore issues related to the learning, teaching, and use of literacy in various contexts; papers on the history and development of literacy; and papers concerning policies and strategies for literacy as they relate to children and adults. The Journal of Research in Reading encourages submissions from any research paradigm and from researchers in relevant fields such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology, and sociology.

《Journal of Research in Reading》是一个国际性论坛，专注于识字研究。该期刊经过同行评审，主要致力于阅读及相关领域的实证研究报告，以及相关文献的深入评审。期刊欢迎研究与识字学习、教学和使用相关的各种问题的论文；关于识字历史和发展的论文；以及与儿童和成人相关的识字政策和战略的论文。《Journal of Research in Reading》鼓励来自任何研究范式的论文，欢迎来自人类学、文化研究、教育、教育史、语言与语言学、哲学、心理学和社会学等相关领域的研究者投稿。

Category	Quartile
教育学	2
教育学, 教育学和教育研究	3
教育学, 心理学教育	3

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

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Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	3