Linguistic Rhythm and Literacy

Name: Linguistic Rhythm and Literacy
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
Availability: OnlineOnly

Jenny Thomson Linda Jarmulowicz(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 15. Februar 2016

XIV, 282 Seiten

E-Book

PDF mit Adobe-DRM

Systemvoraussetzungen

978-90-272-6755-9 (ISBN)

118,99 €inkl. 7% MwSt.

Systemvoraussetzungen

für PDF mit Adobe-DRM

E-Book Einzellizenz

Als Download verfügbar

Beschreibung

Weitere Details

Weitere Ausgaben

Personen

Inhalt

Intro
Linguistic Rhythm and Literacy
Editorial page
Title page
LCC data
Table of contents
Introduction
Overview of chapters
Concluding Remarks
References
Section I. Prosodic Sensitivity Issues
The Contributions of Prosodic and Phonological Awareness to Reading
Introduction
Phonological awareness
Prosody and prosodic awareness
Segmental and suprasegmental phonology
Search Strategy
Included Articles
Reading Measures
Phonological awareness measures
Prosody measures
References
Suprasegmental Phonology and Early Reading Development
The importance of suprasegmental phonology - the 'neglected' phonology
Exploring the role of the different components of suprasegmental phonology
A word of caution.
The contribution of 'stress' to early reading development
The contribution of 'intonation' to early reading development
The contribution of 'timing' to early reading development
A new, multi-component measure of suprasegmental phonology
Experiment 1: A multi-component measure of suprasegmental phonology and its relationship with vocabulary, phonological awareness, morphological awareness, word reading, and spelling
Method
Results
Experiment 2: A multi-component measure of suprasegmental phonology and its relationship with IQ, phonological awareness and decoding, passage reading accuracy, and reading comprehension
Method
Results
General discussion of Experiment 1 and 2
Methodological limitations
Conclusion
Acknowledgements
References
Which Prosodic Skills are Related to Reading Ability in Adulthood?
Introduction
Prosody, phoneme awareness, and reading development
Prosody and skilled reading
Stress and lexical activation
Orthographic cues to stress assignment
Which prosodic skills are related to reading impairment in adulthood?
Prosody and dyslexia in adulthood: Impaired performance
Rise-time
Stress identification/discrimination
Stress-context matching
Template matching
Metalinguistic skills
Prosody and dyslexia in adulthood: Intact performance
Stress primsing
Stress decoding
Stress perception
Prosody and the nature of dyslexia
Summary and future directions
References
Towards a Speech Rhythm-Based Reading Intervention
Segmental phonological awareness
The phonological deficit hypothesis
Phonic interventions
Further issues with response to intervention
Suprasegmental phonology, speech rhythm and reading
Morphology and multisyllabic word reading
How can we address this gap?
Creating a speech rhythm-based reading intervention: What do we need to know?
References
The Neural Basis of Speech Rhythm Perception
Neural representation of temporality
The role of neural oscillations in speech perception
Linguistic rhythm and hemispheric lateralization
Linguistic rhythm and non-linguistic rhythm
Conclusions
References
Speech Rhythm and Temporal Structure
The perspective from developmental dyslexia: Some background
Discrimination of amplitude modulation and rise time in dyslexia
Speech rhythm and syllable stress perception in dyslexia
Amplitude modulation, rise time and the speech signal
Amplitude Modulation phase hierarchies and the perception of rhythm
Cautionary notes
The brain: Oscillatory neuronal entrainment and speech encoding
Neuronal rhythmic entrainment and reading development
Conclusion: Rhythm and temporal structure-into the future?
Acknowledgements
References
Section II. Prosodic Productivity Issues
Word Stress Competence and Literacy in Dutch Children with a Family Risk of Dyslexia and Children with Dyslexia
Introduction
Metrical stress and literacy
Word stress and literacy
Dutch word stress and its acq+uisition
Study 1: Word stress production at age three and literacy at age eight
Method
Participants
Task and materials
Results
Word stress at age three
Literacy at age eight
Word stress and literacy outcomes
Discussion Study 1
Study 2: Word stress competence in school-age children
Method
Participants
Task and materials
Results
Word stress task
Correlations between word stress production and literacy measures
Discussion study 2
General discussion
Acknowledgments
References
Appendix. Non-word stimuli for the stress experiment
Stress Production in Derived English Words as a Developmental Window
Structure beyond phonemes
English Lexical Morphology
Phonological consequences of derivational processes
Challenges for children with dyslexia
Current study
Method
Participants
Stimuli
Procedure
Transcription and Scoring
Results
Stress accuracy
Production errors
Discussion
References
Development of Reading Prosody and its Assessment
Introduction
Development of reading prosody
Measuring reading prosody: Practical concerns for bringing our understanding of prosody to the reading classroom
Rating scales as measurements of reading prosody
The NAEP fluency scale
Scale content and development
Studies in which the scale has been used
Reliability evidence
Relationship of scale scores to other reading assessments
Summary evaluation
The Multidimensional Fluency Scale
Scale content and development
Studies in which the scale has been used
Reliability evidence
Validity evidence
Summary evaluation
The Comprehensive Oral Reading Fluency Scale
Scale content and development
Studies in which the scale has been used
Reliability evidence
Relationship of scale scores with other reading assessments
Conclusion
References
Section III Prosody & Orthography
Cross-Linguistic Evidence for Probabilistic Orthographic Cues to Lexical Stress
Introduction
Method
Corpus Preparation
Cue preparation
Results
Discussion
Acknowledgements
References
From Diacritics to the Mental Lexicon
Introduction
Greek stress and the diacritic
(Mis)stressing pseudowords
Sources of stress information
Processing of diacritics
Stress priming
Implications and future directions
Acknowledgments
References
Prosodic Skills and Literacy Acquisition in Spanish
Introduction
Defining prosody
Spanish suprasegmental elements and script
Stress and literacy acquisition
Empirical evidence
Prosodic reading and reading comprehension
Conclusions and future directions
Acknowledgments
References
Index

Systemvoraussetzungen

Als PDF speichern Als Link merken