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Linguistic rhythm and literacy /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Colección: | Trends in language acquisition research ;
v. 17. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.