This study examined the interrelationships among and combined effects of word reading skills and syntactic knowledge on reading prosody in fifth-grade monolingual Spanish-speaking students. We used Spanish standardized tests to assess the participants ( n = 169, 79 girls) on word and pseudoword reading skills, syntactic knowledge, and reading prosody. The results revealed significant relationships among these factors and reading prosody. Word reading emerged as a pivotal predictor, whereas syntactic knowledge, although playing a smaller role compared to word reading, was linked to improvements in expression, phrasing, and the reduction of ungrammatical pauses. We also found a non-significant interaction between the independent effects of word reading and syntactic knowledge on reading prosody. The study suggests the potential benefits of integrating explicit syntactic instruction into reading curricula and intervention programs to support the development of reading prosody in Spanish.

中文翻译：

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阅读西班牙语韵律：单词阅读和句法知识的作用

本研究探讨了五年级单语西班牙语学生的单词阅读技能和句法知识对阅读韵律的相互关系和综合影响。我们使用西班牙语标准化测试来评估参与者（n = 169，79 名女孩）的单词和伪单词阅读技能、句法知识和阅读韵律。结果揭示了这些因素与阅读韵律之间的显着关系。单词阅读成为一个关键的预测因素，而句法知识虽然与单词阅读相比发挥的作用较小，但与表达、措辞和减少不语法停顿的改善有关。我们还发现单词阅读和句法知识对阅读韵律的独立影响之间不存在显着的交互作用。该研究表明，将明确的句法教学纳入阅读课程和干预计划以支持西班牙语阅读韵律的发展具有潜在的好处。