Assessing the relationship between prosody and reading outcomes in children using the PEPS-C

Margaret Lochrin*, Joanne Arciuli, Mridula Sharma

*Corresponding author for this work

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study investigated the relationship between both receptive and expressive prosody and each of three reading outcomes: accuracy of reading aloud words, accuracy of reading aloud nonwords, and comprehension. Participants were 63 children aged 7 to 12 years. To assess prosody, we used the Profiling Elements of Prosody in Speech Communication (PEPS-C; Peppé & McCann, 2003). Results revealed that certain subtests of the PEPS-C predicted a substantial proportion of variance across reading outcomes, even after age and segmental phonological awareness have been considered. In fact, our findings suggest that the PEPS-C compares favourably with a well-established test of segmental phonological awareness, the Comprehensive Test of Phonological Processing (CTOPP; Wagner, Torgesen, & Rashotte, 1999), in terms of its power to predict variability in children’s reading.

Original languageEnglish
Pages (from-to)72-85
Number of pages14
JournalScientific Studies of Reading
Volume19
Issue number1
DOIs
Publication statusPublished - 2 Jan 2015

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