A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions

Abstract

Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N = 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing).

Acknowledgment

The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research was supported by the Institute of Education Sciences, U.S. Department of Education, through [Grant R324A160299] to the University of California Riverside.