Longitudinal study on the relationship between prosodic reading and reading comprehension in Chilean second and third grade students

Abstract

Reading prosody is considered one of the crucial indicators, alongside accuracy and speed, in assessing reading fluency. This study aimed to explore the development of reading prosody and its relationship with reading comprehension, by conducting a longitudinal study in primary school Chilean students in second and third grade. Participants were recorded reading aloud a narrative text including declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure some prosodic features (specifically pauses and duration). Additionally, it is intended that this research contributes to the study of reading development not only in Chile but also in Hispanic America.