A Cross-Sectional Study of Prosodic Sensitivity and Reading Difficulties

Autor/inn/en	Holliman, Andrew J.; Wood, Clare; Sheehy, Kieron
Titel	A Cross-Sectional Study of Prosodic Sensitivity and Reading Difficulties
Quelle	In: Journal of Research in Reading, 35 (2012) 1, S.32-48 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01459.x
Schlagwörter	Suprasegmentals; Age; Reading Difficulties; Phonological Awareness; Economically Disadvantaged; Case Studies; Comparative Analysis; Control Groups; Measures (Individuals); Receptive Language; Vocabulary; Phonemic Awareness; Pronunciation; Task Analysis; Foreign Countries; Elementary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Reading difficulty; Leseschwierigkeit; Case study; Fallstudie; Case Study; Messdaten; Rezeptive Kommunikationsfähigkeit; Wortschatz; Aussprache; Aufgabenanalyse; Ausland
Abstract	In this cross-sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age-matched controls and younger, reading age-matched controls. Phonological awareness assessments were administered along with a battery of prosodic sensitivity assessments drawn from recent literature. The results showed that poor readers were outperformed by their chronological age-matched counterparts on all measures of prosodic sensitivity. A significant main effect of group was found on the revised stress mispronunciations task and the stress assignment task from the prosodic assessment battery, the former of which remained even after controlling for individual differences in receptive vocabulary and measures of phonological awareness. Significant relationships were also found between measures of prosodic sensitivity and phonological awareness (especially phoneme awareness). These findings emphasise the importance of both segmental and suprasegmental phonological skills in children's reading development. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10