Reading Prosody: The Role of Automaticity and Motivational Variables

Proficient reading goes beyond the automatic recognition of words; it involves the ability to read a text effortlessly, with expressiveness, intonation, appropriate pauses, and accuracy. Several studies support the idea that prosody is the most prominent skill in reading fluency due to its strong connection with reading comprehension. The present study sought to expand knowledge on the association of prosody with motivational variables, such as self-concept and reading enjoyment, over and above reading speed and accuracy. The study involved 189 third grade students from public schools in the North, Center, and South of Portugal. The results indicate that motivational variables, particularly self-concept, are associated to prosody performance. However, when reading speed and accuracy are included in the model, the motivational variables are no longer predictors of prosody performance. The results are discussed, allowing for reflection on possible implications for practice in the context of early elementary education.