Linguistic rhythm and literacy /:
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Schriftenreihe: | Trends in language acquisition research ;
v. 17. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (xiv, 286 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027267559 9027267553 |
| ISSN: | 1569-0644 ; |
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| 245 | 0 | 0 | |a Linguistic rhythm and literacy / |c edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2016] | |
| 300 | |a 1 online resource (xiv, 286 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Trends in Language Acquisition Research, |x 1569-0644 ; |v volume 17 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |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. | |
| 505 | 8 | |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. | |
| 505 | 8 | |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. | |
| 505 | 8 | |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. | |
| 650 | 0 | |a Language and languages |x Rhythm. |0 http://id.loc.gov/authorities/subjects/sh85074534 | |
| 650 | 0 | |a Tempo (Linguistics) |0 http://id.loc.gov/authorities/subjects/sh94003590 | |
| 650 | 0 | |a Language acquisition. |0 http://id.loc.gov/authorities/subjects/sh85074511 | |
| 650 | 0 | |a Literacy. |0 http://id.loc.gov/authorities/subjects/sh85077482 | |
| 650 | 0 | |a Psycholinguistics. |0 http://id.loc.gov/authorities/subjects/sh85108432 | |
| 650 | 2 | |a Language Development |0 https://id.nlm.nih.gov/mesh/D007804 | |
| 650 | 2 | |a Psycholinguistics |0 https://id.nlm.nih.gov/mesh/D011578 | |
| 650 | 6 | |a Langage et langues |x Rythme. | |
| 650 | 6 | |a Tempo (Linguistique) | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Psycholinguistique. | |
| 650 | 7 | |a psycholinguistics. |2 aat | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x Phonetics & Phonology. |2 bisacsh | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Language and languages |x Rhythm |2 fast | |
| 650 | 7 | |a Literacy |2 fast | |
| 650 | 7 | |a Psycholinguistics |2 fast | |
| 650 | 7 | |a Tempo (Linguistics) |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Thomson, Jennifer M., |e editor. | |
| 700 | 1 | |a Jarmulowicz, Linda, |e editor. | |
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| 830 | 0 | |a Trends in language acquisition research ; |v v. 17. |0 http://id.loc.gov/authorities/names/n2001024798 | |
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Datensatz im Suchindex
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| contents | 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. |
| ctrlnum | (OCoLC)930786609 |
| dewey-full | 414/.6 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 414 - Phonology & phonetics |
| dewey-raw | 414/.6 |
| dewey-search | 414/.6 |
| dewey-sort | 3414 16 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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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 -- 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| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-ocn930786609 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:55Z |
| institution | BVB |
| isbn | 9789027267559 9027267553 |
| issn | 1569-0644 ; |
| language | English |
| lccn | 2015047134 |
| oclc_num | 930786609 |
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| physical | 1 online resource (xiv, 286 pages) |
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| series | Trends in language acquisition research ; |
| series2 | Trends in Language Acquisition Research, |
| spelling | Linguistic rhythm and literacy / edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 1 online resource (xiv, 286 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Trends in Language Acquisition Research, 1569-0644 ; volume 17 Includes bibliographical references and index. Print version record and CIP data provided by publisher. 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. Language and languages Rhythm. http://id.loc.gov/authorities/subjects/sh85074534 Tempo (Linguistics) http://id.loc.gov/authorities/subjects/sh94003590 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Language Development https://id.nlm.nih.gov/mesh/D007804 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage et langues Rythme. Tempo (Linguistique) Langage Acquisition. Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES Linguistics Phonetics & Phonology. bisacsh Language acquisition fast Language and languages Rhythm fast Literacy fast Psycholinguistics fast Tempo (Linguistics) fast Electronic book. Thomson, Jennifer M., editor. Jarmulowicz, Linda, editor. has work: Linguistic rhythm and literacy (Text) https://id.oclc.org/worldcat/entity/E39PCFMvVFYPdvj9kQX7T48xQq https://id.oclc.org/worldcat/ontology/hasWork Print version: Linguistic rhythm and literacy. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027244079 (DLC) 2015041507 Trends in language acquisition research ; v. 17. http://id.loc.gov/authorities/names/n2001024798 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1179456 Volltext |
| spellingShingle | Linguistic rhythm and literacy / Trends in language acquisition research ; 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. Language and languages Rhythm. http://id.loc.gov/authorities/subjects/sh85074534 Tempo (Linguistics) http://id.loc.gov/authorities/subjects/sh94003590 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Language Development https://id.nlm.nih.gov/mesh/D007804 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage et langues Rythme. Tempo (Linguistique) Langage Acquisition. Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES Linguistics Phonetics & Phonology. bisacsh Language acquisition fast Language and languages Rhythm fast Literacy fast Psycholinguistics fast Tempo (Linguistics) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074534 http://id.loc.gov/authorities/subjects/sh94003590 http://id.loc.gov/authorities/subjects/sh85074511 http://id.loc.gov/authorities/subjects/sh85077482 http://id.loc.gov/authorities/subjects/sh85108432 https://id.nlm.nih.gov/mesh/D007804 https://id.nlm.nih.gov/mesh/D011578 |
| title | Linguistic rhythm and literacy / |
| title_auth | Linguistic rhythm and literacy / |
| title_exact_search | Linguistic rhythm and literacy / |
| title_full | Linguistic rhythm and literacy / edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis. |
| title_fullStr | Linguistic rhythm and literacy / edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis. |
| title_full_unstemmed | Linguistic rhythm and literacy / edited by Jenny Thomson, University of Sheffield ; Linda Jarmulowicz, University of Memphis. |
| title_short | Linguistic rhythm and literacy / |
| title_sort | linguistic rhythm and literacy |
| topic | Language and languages Rhythm. http://id.loc.gov/authorities/subjects/sh85074534 Tempo (Linguistics) http://id.loc.gov/authorities/subjects/sh94003590 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Literacy. http://id.loc.gov/authorities/subjects/sh85077482 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Language Development https://id.nlm.nih.gov/mesh/D007804 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage et langues Rythme. Tempo (Linguistique) Langage Acquisition. Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES Linguistics Phonetics & Phonology. bisacsh Language acquisition fast Language and languages Rhythm fast Literacy fast Psycholinguistics fast Tempo (Linguistics) fast |
| topic_facet | Language and languages Rhythm. Tempo (Linguistics) Language acquisition. Literacy. Psycholinguistics. Language Development Psycholinguistics Langage et langues Rythme. Tempo (Linguistique) Langage Acquisition. Psycholinguistique. psycholinguistics. LANGUAGE ARTS & DISCIPLINES Linguistics Phonetics & Phonology. Language acquisition Language and languages Rhythm Literacy Electronic book. |
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