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Prosody is an important but not fully understood component of reading. In this longitudinal study with a sample of 98 Portuguese elementary school children, a multilevel growth model with four repeated measures over time showed steady progress in participants' reading prosody from the middle of 2nd to the end of 3rd grade. However, children's growth in this area varied across time points. Results also showed that individual differences in prosody's scores at baseline affect the performance ofdoi:10.1387/revpsicodidact.11196 fatcat:nqu4ou7vyvejxk5ubmbhssn6aa