Modeling the Relationship Between Prosodic Sensitivity and Early Literacy
A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early litera...
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| Veröffentlicht in: | Reading research quarterly 2014-10, Vol.49 (4), p.469-482 |
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| creator | Holliman, Andrew Critten, Sarah Lawrence, Tony Harrison, Emily Wood, Clare Hughes, David |
| description | A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's vocabulary knowledge, phonological awareness, and morphological awareness, although such models have yet to be confirmed using advanced statistical techniques. The study reported here uses covariance structure modeling to provide the first direct test of the model proposed by Wood, Wade-Woolley, and Holliman. We also test a modified version of this model that was designed to overcome some of the limitations in the original. Seventy-five 5-7-year-old English-speaking children completed a new measure of prosodic sensitivity and were also assessed for their vocabulary knowledge, phonological awareness, morphological awareness, word reading, and spelling. The results showed that Wood et al.'s model did not provide an adequate fit to our sample data; however, the new model, which permitted causal connections between the so-called mediator variables, provided an excellent fit. We argue that prosodic sensitivity should be afforded greater importance in models of literacy development, and offer a new theoretical model of the prosody-literacy relationship for future attempts at replication. |
| doi_str_mv | 10.1002/rrq.82 |
| format | Article |
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It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's vocabulary knowledge, phonological awareness, and morphological awareness, although such models have yet to be confirmed using advanced statistical techniques. The study reported here uses covariance structure modeling to provide the first direct test of the model proposed by Wood, Wade-Woolley, and Holliman. We also test a modified version of this model that was designed to overcome some of the limitations in the original. Seventy-five 5-7-year-old English-speaking children completed a new measure of prosodic sensitivity and were also assessed for their vocabulary knowledge, phonological awareness, morphological awareness, word reading, and spelling. The results showed that Wood et al.'s model did not provide an adequate fit to our sample data; however, the new model, which permitted causal connections between the so-called mediator variables, provided an excellent fit. We argue that prosodic sensitivity should be afforded greater importance in models of literacy development, and offer a new theoretical model of the prosody-literacy relationship for future attempts at replication.</description><identifier>ISSN: 0034-0553</identifier><identifier>EISSN: 1936-2722</identifier><identifier>DOI: 10.1002/rrq.82</identifier><identifier>CODEN: RRQUA6</identifier><language>eng</language><publisher>Newark: Blackwell Publishing Ltd</publisher><subject>Analogy ; Analytic ; Assessment ; Causality ; Childhood ; Children ; Cognitive ; Decoding ; Developmental ; Early childhood ; Early childhood education ; Early literacy ; Educational theory ; Emergent Literacy ; Explicit ; Fluency ; General vocabulary ; Implicit ; Language learners ; Lexical stress ; Linguistics ; Literacy ; Mathematical models ; Modeling ; Morphemic analysis ; Morphological processing ; Morphology ; Morphophonemics ; Old English ; Oral language ; Phonemes ; phonemic awareness ; Phonetics ; Phonics ; Phonics, phonemic awareness, phonological awareness ; Phonological awareness ; Phonology ; Prosody ; Reading Instruction ; Receptive language ; Research methodology ; Rhyme ; Scientific ; Sensitivity ; Sight words ; Sight words, word recognition ; Spelling ; Standardized ; Theoretical perspectives ; Vocabulary ; Vocabulary development ; word recognition ; Words ; Writing</subject><ispartof>Reading research quarterly, 2014-10, Vol.49 (4), p.469-482</ispartof><rights>Copyright © 2014 International Reading Association</rights><rights>2014 The Authors. published by Wiley Periodicals, Inc. on behalf of International Reading Association (IRA).</rights><rights>Copyright Blackwell Publishing Ltd. Oct-Dec 2014</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5792-ff2a2ca63a199bab9e806c8b3bbd6fecd0876d7ab4e95c1823854154588cee3</citedby><cites>FETCH-LOGICAL-c5792-ff2a2ca63a199bab9e806c8b3bbd6fecd0876d7ab4e95c1823854154588cee3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43497197$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43497197$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,1417,27924,27925,45574,45575,58017,58250</link.rule.ids></links><search><creatorcontrib>Holliman, Andrew</creatorcontrib><creatorcontrib>Critten, Sarah</creatorcontrib><creatorcontrib>Lawrence, Tony</creatorcontrib><creatorcontrib>Harrison, Emily</creatorcontrib><creatorcontrib>Wood, Clare</creatorcontrib><creatorcontrib>Hughes, David</creatorcontrib><title>Modeling the Relationship Between Prosodic Sensitivity and Early Literacy</title><title>Reading research quarterly</title><addtitle>Read Res Q</addtitle><description>A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's vocabulary knowledge, phonological awareness, and morphological awareness, although such models have yet to be confirmed using advanced statistical techniques. The study reported here uses covariance structure modeling to provide the first direct test of the model proposed by Wood, Wade-Woolley, and Holliman. We also test a modified version of this model that was designed to overcome some of the limitations in the original. Seventy-five 5-7-year-old English-speaking children completed a new measure of prosodic sensitivity and were also assessed for their vocabulary knowledge, phonological awareness, morphological awareness, word reading, and spelling. The results showed that Wood et al.'s model did not provide an adequate fit to our sample data; however, the new model, which permitted causal connections between the so-called mediator variables, provided an excellent fit. We argue that prosodic sensitivity should be afforded greater importance in models of literacy development, and offer a new theoretical model of the prosody-literacy relationship for future attempts at replication.</description><subject>Analogy</subject><subject>Analytic</subject><subject>Assessment</subject><subject>Causality</subject><subject>Childhood</subject><subject>Children</subject><subject>Cognitive</subject><subject>Decoding</subject><subject>Developmental</subject><subject>Early childhood</subject><subject>Early childhood education</subject><subject>Early literacy</subject><subject>Educational theory</subject><subject>Emergent Literacy</subject><subject>Explicit</subject><subject>Fluency</subject><subject>General vocabulary</subject><subject>Implicit</subject><subject>Language learners</subject><subject>Lexical stress</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Mathematical models</subject><subject>Modeling</subject><subject>Morphemic analysis</subject><subject>Morphological processing</subject><subject>Morphology</subject><subject>Morphophonemics</subject><subject>Old English</subject><subject>Oral language</subject><subject>Phonemes</subject><subject>phonemic awareness</subject><subject>Phonetics</subject><subject>Phonics</subject><subject>Phonics, phonemic awareness, phonological awareness</subject><subject>Phonological awareness</subject><subject>Phonology</subject><subject>Prosody</subject><subject>Reading Instruction</subject><subject>Receptive language</subject><subject>Research methodology</subject><subject>Rhyme</subject><subject>Scientific</subject><subject>Sensitivity</subject><subject>Sight words</subject><subject>Sight words, word recognition</subject><subject>Spelling</subject><subject>Standardized</subject><subject>Theoretical perspectives</subject><subject>Vocabulary</subject><subject>Vocabulary development</subject><subject>word recognition</subject><subject>Words</subject><subject>Writing</subject><issn>0034-0553</issn><issn>1936-2722</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><recordid>eNqN0F1LHDEUBuAgFly37T8QBgSxF2PzMUkml65YFba23S0I3oRM5oxmHWfWJFs7_97YES8KgucmF-chnPdF6DPBRwRj-tX7h6OSbqEJUUzkVFK6jSYYsyLHnLMdtBvCCqfhlE3Qxfe-htZ1N1m8hWwBrYmu78KtW2cziI8AXfbT96Gvnc2W0AUX3R8Xh8x0dXZqfDtkcxfBGzt8RB8a0wb49PJO0fLb6e-T83z-4-zi5HieWy4VzZuGGmqNYIYoVZlKQYmFLStWVbVowNa4lKKWpipAcUtKykpeEF7wsrQAbIoOx1_Xvn_YQIj63gULbWs66DdBEyEwJrQQ8n009SJFovv_0VW_8V2KkRRWnErJSFIHo7KpkeCh0Wvv7o0fNMH6uXqdqtfp4in6MsJH18LwhtKLxa9_dm-0qxB7_2oLVihJ1HOKfNy7EOHv6974O50ySq6vLs_0NV5eX8440Zg9Aek0m9M</recordid><startdate>20141001</startdate><enddate>20141001</enddate><creator>Holliman, Andrew</creator><creator>Critten, Sarah</creator><creator>Lawrence, Tony</creator><creator>Harrison, Emily</creator><creator>Wood, Clare</creator><creator>Hughes, David</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>24P</scope><scope>WIN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>8BM</scope></search><sort><creationdate>20141001</creationdate><title>Modeling the Relationship Between Prosodic Sensitivity and Early Literacy</title><author>Holliman, Andrew ; Critten, Sarah ; Lawrence, Tony ; Harrison, Emily ; Wood, Clare ; Hughes, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5792-ff2a2ca63a199bab9e806c8b3bbd6fecd0876d7ab4e95c1823854154588cee3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Analogy</topic><topic>Analytic</topic><topic>Assessment</topic><topic>Causality</topic><topic>Childhood</topic><topic>Children</topic><topic>Cognitive</topic><topic>Decoding</topic><topic>Developmental</topic><topic>Early childhood</topic><topic>Early childhood education</topic><topic>Early literacy</topic><topic>Educational theory</topic><topic>Emergent Literacy</topic><topic>Explicit</topic><topic>Fluency</topic><topic>General vocabulary</topic><topic>Implicit</topic><topic>Language learners</topic><topic>Lexical stress</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Mathematical models</topic><topic>Modeling</topic><topic>Morphemic analysis</topic><topic>Morphological processing</topic><topic>Morphology</topic><topic>Morphophonemics</topic><topic>Old English</topic><topic>Oral language</topic><topic>Phonemes</topic><topic>phonemic awareness</topic><topic>Phonetics</topic><topic>Phonics</topic><topic>Phonics, phonemic awareness, phonological awareness</topic><topic>Phonological awareness</topic><topic>Phonology</topic><topic>Prosody</topic><topic>Reading Instruction</topic><topic>Receptive language</topic><topic>Research methodology</topic><topic>Rhyme</topic><topic>Scientific</topic><topic>Sensitivity</topic><topic>Sight words</topic><topic>Sight words, word recognition</topic><topic>Spelling</topic><topic>Standardized</topic><topic>Theoretical perspectives</topic><topic>Vocabulary</topic><topic>Vocabulary development</topic><topic>word recognition</topic><topic>Words</topic><topic>Writing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Holliman, Andrew</creatorcontrib><creatorcontrib>Critten, Sarah</creatorcontrib><creatorcontrib>Lawrence, Tony</creatorcontrib><creatorcontrib>Harrison, Emily</creatorcontrib><creatorcontrib>Wood, Clare</creatorcontrib><creatorcontrib>Hughes, David</creatorcontrib><collection>Istex</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>Wiley Online Library Free Content</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ComDisDome</collection><jtitle>Reading research quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Holliman, Andrew</au><au>Critten, Sarah</au><au>Lawrence, Tony</au><au>Harrison, Emily</au><au>Wood, Clare</au><au>Hughes, David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Modeling the Relationship Between Prosodic Sensitivity and Early Literacy</atitle><jtitle>Reading research quarterly</jtitle><addtitle>Read Res Q</addtitle><date>2014-10-01</date><risdate>2014</risdate><volume>49</volume><issue>4</issue><spage>469</spage><epage>482</epage><pages>469-482</pages><issn>0034-0553</issn><eissn>1936-2722</eissn><coden>RRQUA6</coden><abstract>A growing literature has demonstrated that prosodic sensitivity is related to early literacy development; however, the precise nature of this relationship remains unclear. It has been speculated in recent theoretical models that the observed relationship between prosodic sensitivity and early literacy might be partially mediated by children's vocabulary knowledge, phonological awareness, and morphological awareness, although such models have yet to be confirmed using advanced statistical techniques. The study reported here uses covariance structure modeling to provide the first direct test of the model proposed by Wood, Wade-Woolley, and Holliman. We also test a modified version of this model that was designed to overcome some of the limitations in the original. Seventy-five 5-7-year-old English-speaking children completed a new measure of prosodic sensitivity and were also assessed for their vocabulary knowledge, phonological awareness, morphological awareness, word reading, and spelling. The results showed that Wood et al.'s model did not provide an adequate fit to our sample data; however, the new model, which permitted causal connections between the so-called mediator variables, provided an excellent fit. We argue that prosodic sensitivity should be afforded greater importance in models of literacy development, and offer a new theoretical model of the prosody-literacy relationship for future attempts at replication.</abstract><cop>Newark</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1002/rrq.82</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Analogy Analytic Assessment Causality Childhood Children Cognitive Decoding Developmental Early childhood Early childhood education Early literacy Educational theory Emergent Literacy Explicit Fluency General vocabulary Implicit Language learners Lexical stress Linguistics Literacy Mathematical models Modeling Morphemic analysis Morphological processing Morphology Morphophonemics Old English Oral language Phonemes phonemic awareness Phonetics Phonics Phonics, phonemic awareness, phonological awareness Phonological awareness Phonology Prosody Reading Instruction Receptive language Research methodology Rhyme Scientific Sensitivity Sight words Sight words, word recognition Spelling Standardized Theoretical perspectives Vocabulary Vocabulary development word recognition Words Writing |
| title | Modeling the Relationship Between Prosodic Sensitivity and Early Literacy |
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