One of the most relevant contributions of research in recent years on learning to read has been the knowledge of the importance of phonological awareness in the literacy process. Recently it has been observed that other skills such as suprasegmental phonology can also be a relevant factor in reading learning. However, most of the studies carried out in this sense have been carried out in languages with rhythmic structures other than Spanish, which does not allow us to know the impact that prosodic abilities have on our language. In order to study the effects that suprasegmental consciousness has on the acquisition of reading at the beginning of compulsory schooling in alphabetical systems, the present work is carried out. A quasi-experimental comparison design between groups with pretest and posttest measures was used. 438 students between the ages of 7 and 8 participate in the study. The results indicate that suprasegmental phonology constitutes a relevant factor in learning to read, so its integration into classroom practices is suggested.