Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

Holliman, Andrew; Palma, Nicolás Gutiérrez; Critten, Sarah; Wood, Clare; Cunnane, Helen; Pillinger, Claire

doi:10.1007/s11145-016-9687-z

Cited by 26 publications

(32 citation statements)

References 35 publications

(56 reference statements)

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“…In one, modelling pointed to direct relations to word reading for morphological awareness, but not prosodic sensitivity (Holliman et al, 2014). In a second, there were direct effects of each of prosodic sensitivity and morphological awareness to word reading, after controlling for phonological awareness and vocabulary (Holliman et al, 2017). Results from these studies with young readers point to potential direct relations for morphological awareness with word reading, with mixed evidence for prosodic sensitivity.…”

Section: Morphological Awareness and Prosodic Sensitivity In Readingmentioning

confidence: 88%

“…There were 15 items on each subtest 1 . Based on prior theorizing (Holliman, 2016) and research (e.g., Holliman et al, 2017), performance was pooled into a global measure of prosodic sensitivity. The measure as a whole had a somewhat low reliability of .63; removal of 8 items increased reliability to .70, which is adequate when assessing novel and complex constructs (e.g., Field, 2013).…”

Section: Methodsmentioning

confidence: 99%

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Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Deacon

Holliman

Dobson

et al. 2018

Scientific Studies of Reading

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Section: Morphological Awareness and Prosodic Sensitivity In Readingmentioning

confidence: 88%

Section: Methodsmentioning

confidence: 99%

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Deacon

Holliman

Dobson

et al. 2018

Scientific Studies of Reading

Self Cite

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“…Book' as 'dee DEEdee DEE'), thereby requiring participants to make judgments on the gross intonation contour or stress patterns of the items (Clin, Wade-Woolley, & Heggie, 2009;Goswami, Gerson, & Astruc, 2010;Holliman, Critten, et al, 2014;Holliman, Gutiérrez Palma, et al, 2016;Holliman, Williams, et al, 2014;Whalley & Hansen, 2006;Wood & Terrell, 1998). Other studies have exploited differences in stress patterns in phrases and compound nouns (Whalley & Hansen, 2006) or asked participants to produce or make judgments on items that contain stress-shifting suffixes (Clin et al, 2009;Jarmulowicz, Hay, Taran, & Ethington, 2008;Jarmulowicz, Taran, & Hay, 2007;Wade-Woolley & Heggie, 2014).…”

Section: Metalinguistic Skills Associated With Multisyllabic Word Reamentioning

confidence: 99%

Prosodic awareness and children’s multisyllabic word reading

Holliman

Mundy

Wade‐Woolley

et al. 2017

Educational Psychology

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Prosody awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early-readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of fifty children aged between 7-and 8-years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary, and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading.

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“…It has been proposed that early sensitivity to speech rhythm cues may contribute to the development of phonological representations [25]. However, sensitivity to speech rhythm cues still explains unique variance in word reading skills after controlling for phonological processing skills (e.g., [61]), thus suggesting that it also makes a significant contribution to reading development independently of phonological awareness.…”

Section: Discussionmentioning

confidence: 99%

Cross-Modal Priming Effect of Rhythm on Visual Word Recognition and Its Relationships to Music Aptitude and Reading Achievement

Fotidzis

Moon

Steele

et al. 2018

Preprint

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Recent evidence suggests the existence of shared neural resources for rhythm processing in language and music. Such overlaps could be the basis of the facilitating effect of regular musical rhythm on spoken word processing previously reported for typical children and adults, as well as adults with Parkinson’s disease and children with developmental language disorders. The present study builds upon these previous findings by examining whether musical rhythmic priming also influences visual word processing, and the extent to which such cross-modal priming effect of rhythm is related to individual differences in musical aptitude and reading skills. EEG was recorded while participants listened to a rhythmic tone prime, followed by a visual target word with a stress pattern that either matched or mismatched the rhythmic structure of the auditory prime. Participants were also administered standardized assessments of musical aptitude and reading achievement. ERPs elicited by target words with a mismatching stress pattern showed an increased fronto-central negativity. Additionally, the size of the negative effect correlated with individual differences in musical rhythm aptitude and reading comprehension skills. Results support the existence of shared neurocognitive resources for linguistic and musical rhythm processing, and have important implications for the use of rhythm-based activities for reading interventions.

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Examining the independent contribution of prosodic sensitivity to word reading and spelling in early readers

Cited by 26 publications

References 35 publications

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Prosodic awareness and children’s multisyllabic word reading

Cross-Modal Priming Effect of Rhythm on Visual Word Recognition and Its Relationships to Music Aptitude and Reading Achievement

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