Abstract
This research aims to determine if a relationship exists between prosodic awareness and reading comprehension during the initial literacy of children who have a developmental language disorder. The study also proposes to define the role that developmental language disorders play in this relationship. A non-experimental, cross-sectional, and correlational study was carried out with 76 second graders: 26 diagnosed with a developmental language disorder and 50 with normal language development. The children were given a reading comprehension test and two tests of prosodic awareness. The results show significant differences between the two groups in reading comprehension and prosodic stress awareness, and a significant correlation between prosodic stress awareness and reading comprehension. The prosodic stress awareness variable together with the variable of developmental language disorder predict performance in reading comprehension.
| Translated title of the contribution | Prosodic stress awareness and reading comprehension in children with developmental language disorder in the initial literacy stage |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 723-749 |
| Number of pages | 27 |
| Journal | Revista Mexicana de Investigacion Educativa |
| Volume | 27 |
| Issue number | 94 |
| State | Published - 2022 |
| Externally published | Yes |
