Teachers’ and Students’ Prosodic Knowledge and Skills: Aid to Reading Comprehension
12 Pages Posted: 13 May 2019
Date Written: December 21, 2018
Prosody is at the heart of the development of reading skill. To read prosodically, children must be able to do more than decode the text and translate punctuation into speech. The present study is set to discover the teachers’ and students’ prosodic knowledge and skills and its effect for better reading comprehension. This study employed descriptive-correlational design because it attempts to find out existing relationships among teachers prosodic knowledge and skills and the reading comprehension of the students.
Findings reveal that 56.66 percent of the students had a very knowledgeable in prosody while teachers had 50 percent who were very knowledgeable and 50 percent were knowledgeable in prosody. Furthermore, in terms of prosodic skills, 93.33 percent of the students were very fluent while 100 percent of the teacher-respondents were very fluent. However, the English reading comprehension level of the students belong only instructional level having 53.33 percent of the students while 46.66 percent of them belong to frustration level and no one had and independent level of reading comprehension.
Correlation analysis was made between teachers’ prosodic knowledge and students’ reading comprehension, the results posted a significantly high negative correlation between the two variables, r =-.0935, p< 0.01. Regarding the relationship between students’ prosodic knowledge and their reading comprehension, result likewise indicate a significantly high positive correlation between the two variables, r = .888, p <0.01. However, the relationship between teachers’ prosodic skills and students’ reading comprehension, the results reveal a negligible relationship between two variables, r = .199, p < .293 and the relationship is not significant. On the other hand, the relationship between students’ prosodic skills and their reading comprehension, the results indicate a negligible correlation between the two variables, r = .286, and the relationship is not significant based on p < .126. Findings suggest that teachers’ and students’ prosodic knowledge had an impact toward the reading comprehension skills of the students. On the contrary, teachers’ and students’ prosodic skill is not related to students’ better comprehension in reading, though they could orally read sounds much like speech with appropriate phrasing, pause structures, stress, rise and fall patterns, and with general expressiveness do not guarantee that they grasp what had been read.
Keywords: Prosody, Prosodic Knowledge, Prosodic Skills, Reading Comprehension
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