Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers
Researchers have established a relationship between beginning readers’ silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investig...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2016-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01026/full |
| _version_ | 1818412762718535680 |
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| author | Mara Breen Lianne Kaswer Julie A. Van Dyke Jelena Krivokapic Jelena Krivokapic Nicole Landi Nicole Landi |
| author_facet | Mara Breen Lianne Kaswer Julie A. Van Dyke Jelena Krivokapic Jelena Krivokapic Nicole Landi Nicole Landi |
| author_sort | Mara Breen |
| collection | DOAJ |
| description | Researchers have established a relationship between beginning readers’ silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker’s production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension. |
| first_indexed | 2024-12-14T10:52:28Z |
| format | Article |
| id | doaj.art-361921252b8e4eda9448ac3898a88059 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T10:52:28Z |
| publishDate | 2016-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-361921252b8e4eda9448ac3898a880592022-12-21T23:05:08ZengFrontiers Media S.A.Frontiers in Psychology1664-10782016-07-01710.3389/fpsyg.2016.01026180689Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readersMara Breen0Lianne Kaswer1Julie A. Van Dyke2Jelena Krivokapic3Jelena Krivokapic4Nicole Landi5Nicole Landi6Mount Holyoke CollegeMount Holyoke CollegeHaskins LabsHaskins LabsUniversity of MichicanHaskins LabsUniversity of ConnecticutResearchers have established a relationship between beginning readers’ silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker’s production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01026/fullProsodyReading developmentreading comprehensionprosodic phrasingprosodic fluency |
| spellingShingle | Mara Breen Lianne Kaswer Julie A. Van Dyke Jelena Krivokapic Jelena Krivokapic Nicole Landi Nicole Landi Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers Frontiers in Psychology Prosody Reading development reading comprehension prosodic phrasing prosodic fluency |
| title | Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| title_full | Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| title_fullStr | Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| title_full_unstemmed | Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| title_short | Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| title_sort | imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers |
| topic | Prosody Reading development reading comprehension prosodic phrasing prosodic fluency |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01026/full |
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