Reduced Speaking Rate as an Early Predictor of Reading Disability

Abstract

Speaking rate and the proportion of pausing time to speaking time may provide an early indication of reading outcome in children at high risk for reading disability.

Speaking Rate among Adult Hebrew Speakers: A Preliminary Observation

“…Speaking rate has also been shown to correlate with various developmental, social and emotional functions. Smith et al [5], for example, have demonstrated that speaking rate at a younger age is associated with probable development of reading disorders. In another study, listeners were shown to be affected by the speakers' speaking rate in their judgment of personality [6].…”

Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit

“…This hypothesis has further been supported using behavioral and neuroimaging measures in children at risk for DD (Noordenbos, Segers, Serniclaes, Mitterer, & Verhoeven, 2012a, 2012b. With regard to speech production, it has been shown that both articulatory skills (Catts, 1986(Catts, , 1989 and oral motor skills are impaired in people with DD (Malek, Amiri, Hekmati, Pirzadeh, & Gholizadeh, 2013;Smith, Roberts, Lambrecht-Smith, Locke, & Bennett, 2006).…”

Silent pauses in the oral reading task: Pausing patterns and reasons for pauses

“…L2 learners are unable to develop appropriate pausing awareness may exhibit great difficulties during L2 learning, particularly if such learners are not given adequate pedagogical significance during the early stages of L2 learning. Smith et al (2006) asserted that a small portion of the time required to speak is allocated to pausing. In spontaneous speech, pauses may indicate the time required for language formulation that could not be completed during articulation (Butterworth, 1980).…”

“…Moreover, although many studies have explored the relationship between pausing, and its effect on listening comprehension, reading comprehension, and oral intelligibility, few studies have focused on the pause patterns of Chinese learners of English as a Foreign Language (EFL) (Kuo and Chiang, 2005). Smith et al (2006) concluded that more studies are required to investigate reasons such as phonological processing, lexical choice, lexical retrieval, and morphosyntactic formulation that underlie the reduced speaking rate and increased pausing.…”

“…Smith et al (2006) reported that a reduced speaking rate is an early predictor of reading disability, and that it results in differences in the speaking rate, articulation rate, and the proportion of speaking time allocated to pausing in an L1 setting. They suggested that children with reading disability have a reduced speaking rate, and that such children allocate significantly more time to pausing than do children without reading disability.…”