Reading Competency, Speech Rate and Rhythm

  1. Ariel Cuadro 1
  2. Alvaro Mailhos 2
  3. Ignacio Estevan 2
  4. Francisco Martínez-Sánchez 3
  1. 1 Universidad Católica del Uruguay
    info

    Universidad Católica del Uruguay

    Montevideo, Uruguay

    ROR https://ror.org/019xvpc30

  2. 2 Universidad de la República
    info

    Universidad de la República

    Montevideo, Uruguay

    ROR https://ror.org/030bbe882

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

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Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2021

Volumen: 33

Número: 2

Páginas: 222-227

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: cada vez más evidencias define la competencia lectora en términos de precisión, velocidad y prosodia; así hay interés en comprender esa relación en función de los rasgos prosódicos que se consideren. Este estudio analiza la relación entre precisión y velocidad de reconocimiento de la palabra escrita y dos atributos relacionados con la prosodia en la lectura oral de textos: la velocidad y el ritmo del habla. Método: se analizó la lectura oral de un texto narrativo de 141 estudiantes de habla hispana de tercer y cuarto grado de primaria mediante un procedimiento acústico automatizado del habla, evaluada su competencia lectora. Resultados: la competencia lectora se asocia con una menor proporción en el número y duración de las pausas y con una mayor regularidad de los intervalos silábicos, lo que produce mayor tasa de habla y una mayor regularidad del ritmo. La experiencia lectora mejora la lectura rítmica con cierta independencia de los niveles de automatización alcanzado en el reconocimiento de la palabra escrita. Conclusiones: los resultados sugieren que cuando hay una mayor competencia lectora hay mayor velocidad y expresividad rítmica; que mejora con la experiencia lectora cuando se ha logrado un nivel suficiente de automatización en el acceso lector.

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