Assessing the Relationship Between Prosody and Reading Outcomes in Children Using the PEPS-C

Margaret Lochrin, Joanne Arciuli, Mridula Sharma

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)


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
Issue number1
Publication statusPublished - 6 Jan 2015
Externally publishedYes


  • receptive prosody
  • expressive prosody
  • reading outcomes
  • children
  • PEPS-C


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