Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study. (February 2019)

• Record Type: Journal Article
• Authors: Calet, Nuria; Pérez-Morenilla, M. Carmen; De los Santos-Roig, Macarena
• Is Part Of: Child language teaching and therapy. Volume 35:Number 1(2019)
• Page Start: 75
• Page End: 88
• Publication Date: 2019-02
• Subjects: fluency reading -- poor comprehension -- prosodic reading -- reading comprehension -- reading difficulties; Children -- Language -- Periodicals; Communicative disorders in children -- Periodicals; Language arts -- Remedial teaching -- Periodicals; 371.9043
• DOI: 10.1177/0265659019826252
• Languages: English
• ISSNs: 0265-6590

Abstract

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.