Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills

Binder, Katherine S.; Tighe, Elizabeth L.; Yue, Jiang; Kaftanski, Katharine; Chang, Qi; Ardoin, Scott P.

doi:10.1007/s11145-012-9382-7

Cited by 31 publications

(43 citation statements)

References 24 publications

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“…Correlation analyses After the ANOVAs, we performed correlations between prosodic parameters (those in which significant differences between groups were found) and reading measures (accuracy and speed), in order to gain insight into the association between reading skills and reading prosody, as suggested by other studies (Binder et al, 2013;Schwanenflugel et al, 2004) (see Table 3).…”

Section: Resultsmentioning

confidence: 99%

“…It has also been reported that adults with low literacy skills (word decoding problems) differ from skilled readers with respect to some prosodic parameters (Binder, Tighe, Jiang, Kaftanski, Qi, & Ardoin, 2013). Binder et al (2013) examined final pitch decreases and pitch variability in declarative sentences and final pitch increase in wh-question sentences; they found that lowliteracy adults made more pauses than typical readers and showed no pitch change in whquestions. Schwanenflugel et al (2004) reported that skilled readers (second and third graders, aged from 7 years 4 months to 10 years 4 months) made shorter pauses within and between sentences than less skilled readers.…”

Section: Introductionmentioning

confidence: 99%

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Reading prosody in Spanish dyslexics

et al. 2016

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Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic representations of words, it is possible that their use of prosody when reading differs from that of typical readers. The goal of this study was to investigate whether the reading prosody of Spanish-speaking dyslexics differs from that of typical Spanish readers. Two experiments were performed. The first experiment involved 36 children (18 with dyslexia), and the second involved 46 adults (23 with dyslexia). Participants were asked to read aloud a text which included declarative, exclamatory and interrogative sentences. Data on pausing and reading rate (number of pauses, duration of pauses and utterances), pitch changes, intensity changes and syllable lengthening were extracted from the recordings. We found that dyslexic people read more slowly than typical readers and they also made more inappropriate and longer pauses, even as adults with considerable reading experience. We also observed that dyslexics differed from skilled readers in their use of some prosodic features, particularly pitch changes at the end of sentences. This is probably because they have trouble anticipating some structural features of prose, such as sentence ends.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reading prosody in Spanish dyslexics

et al. 2016

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“…Others related comprehension to reading rate, accuracy, or prosody (e.g., Abbott, Wills, Miller, & Kaufman, 2012;Ali, 1987;Behari, 1988;El-Essawi, 2002;Daane et al, 2005;Mohamed, 2006). Furthermore, some researchers predicated comprehension by rate, accuracy, or prosody (Binder et al, 2012;Kim, Wagner, & Foster, 2011;Paleologos & Brabham, 2011;Riedel, 2007;Wood, 2006).…”

Section: Discussionmentioning

confidence: 99%

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension as indicating factors in ORF, and b) to investigate the impact of bilingual education on students' ORF in Arabic. Participants individually completed the author-developed Oral Reading Fluency Measure. Results indicated a very good fit between the proposed model and the observed data i.e., oral reading rate, oral reading accuracy, prosody, and oral reading comprehension are significant indicators of ORF. Interestingly, results revealed that the bilingual students performed better than their monolingual counterparts on oral reading rate, oral reading accuracy, and prosody but not on oral reading comprehension. The discussion concludes that (a) in addition to oral reading rate, oral reading accuracy, and prosody, oral reading comprehension is a significant indicating factor of ORF, (b) learning a second language, English, has a positive effect on ORF in the first language, Arabic, and (c) the nature of Arabic orthography is an indispensible factor when examining ORF in science of reading.

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“…Moreover, experimental tasks of prosodic awareness (e.g., identifying and manipulating the primary stress in multisyllabic words) have been used successfully to predict reading achievement in adults, suggesting its utility as a phonological measure of reading in older readers (Wade‐Woolley, Austin & Chan, ). Taken together, there is robust evidence indicating the utility of prosodic awareness as an explanatory process in reading to be considered in our current understandings about the relationship between phonology and reading in both children and adults (e.g., Binder et al, ; Clin et al, ; Holliman et al, ).…”

Section: Suprasegmental Phonology: Prosodic Awarenessmentioning

confidence: 93%

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

Chan

Wade‐Woolley

2016

Journal Research in Reading

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Background This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness. Methods 103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory. Results Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes. Conclusions Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed. Implications for Practice What is already known about this topic Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation). Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers. Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks. What this paper adds Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading. Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development. Implications for theory, policy or practice Theoretical models of phonology and reading can be extended to include suprasegmental processes. For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology. Tasks of phonology and reading with increasing complexity impose greater demands on the executive system....

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Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills

Cited by 31 publications

References 24 publications

Reading prosody in Spanish dyslexics

Reading prosody in Spanish dyslexics

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability

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