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|a Linguistic rhythm and literacy /
|c edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis.
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|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2016]
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|a 1 online resource (xiv, 286 pages)
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|a Trends in Language Acquisition Research,
|x 1569-0644 ;
|v volume 17
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| 504 |
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|a Includes bibliographical references and index.
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|a Print version record and CIP data provided by publisher.
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|a 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.
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|a 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.
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|a 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.
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| 505 |
8 |
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|a 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.
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| 590 |
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|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
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| 650 |
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0 |
|a Language and languages
|x Rhythm.
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| 650 |
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0 |
|a Tempo (Linguistics)
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| 650 |
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0 |
|a Language acquisition.
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| 650 |
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|a Literacy.
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| 650 |
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|a Psycholinguistics.
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| 650 |
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2 |
|a Language Development
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| 650 |
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2 |
|a Psycholinguistics
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| 650 |
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|a Langage et langues
|x Rythme.
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| 650 |
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6 |
|a Tempo (Linguistique)
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| 650 |
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|a Langage
|x Acquisition.
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| 650 |
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|a Psycholinguistique.
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| 650 |
|
7 |
|a psycholinguistics.
|2 aat
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| 650 |
|
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|a LANGUAGE ARTS & DISCIPLINES
|x Linguistics
|x Phonetics & Phonology.
|2 bisacsh
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| 650 |
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7 |
|a Language acquisition
|2 fast
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| 650 |
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7 |
|a Language and languages
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| 650 |
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7 |
|a Literacy
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| 650 |
|
7 |
|a Psycholinguistics
|2 fast
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| 650 |
|
7 |
|a Tempo (Linguistics)
|2 fast
|
| 700 |
1 |
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|a Thomson, Jennifer M.,
|e editor.
|
| 700 |
1 |
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|a Jarmulowicz, Linda,
|e editor.
|
| 776 |
0 |
8 |
|i Print version:
|t Linguistic rhythm and literacy.
|d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
|z 9789027244079
|w (DLC) 2015041507
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| 830 |
|
0 |
|a Trends in language acquisition research ;
|v v. 17.
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