Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4
The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA meas...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-05-01
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| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691823000689 |
| _version_ | 1827980033601306624 |
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| author | Panagiotis Karageorgos Sebastian Wallot Bettina Müller Julia Schindler Tobias Richter |
| author_facet | Panagiotis Karageorgos Sebastian Wallot Bettina Müller Julia Schindler Tobias Richter |
| author_sort | Panagiotis Karageorgos |
| collection | DOAJ |
| description | The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach. |
| first_indexed | 2024-04-09T21:46:10Z |
| format | Article |
| id | doaj.art-f91d687e2c9a453392f11341f4692c26 |
| institution | Directory Open Access Journal |
| issn | 0001-6918 |
| language | English |
| last_indexed | 2024-04-09T21:46:10Z |
| publishDate | 2023-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj.art-f91d687e2c9a453392f11341f4692c262023-03-25T05:10:14ZengElsevierActa Psychologica0001-69182023-05-01235103892Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4Panagiotis Karageorgos0Sebastian Wallot1Bettina Müller2Julia Schindler3Tobias Richter4Department of Psychology IV, University of Würzburg, Germany; Corresponding author at: University of Würzburg, Department of Psychology IV, Röntgenring 10, Würzburg 97070, Germany.Department of Methodology and Evaluation Research, Leuphana University Lüneburg, GermanyDepartment of Psychology IV, University of Würzburg, Germany; Competence Center for School Psychology Hesse, Goethe University Frankfurt am Main, GermanyDepartment of Psychology IV, University of Würzburg, GermanyDepartment of Psychology IV, University of Würzburg, GermanyThe purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach.http://www.sciencedirect.com/science/article/pii/S0001691823000689Recurrence quantification analysisReading prosodyGerman primary school |
| spellingShingle | Panagiotis Karageorgos Sebastian Wallot Bettina Müller Julia Schindler Tobias Richter Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 Acta Psychologica Recurrence quantification analysis Reading prosody German primary school |
| title | Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 |
| title_full | Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 |
| title_fullStr | Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 |
| title_full_unstemmed | Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 |
| title_short | Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4 |
| title_sort | distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading an exploratory study in grades 2 and 4 |
| topic | Recurrence quantification analysis Reading prosody German primary school |
| url | http://www.sciencedirect.com/science/article/pii/S0001691823000689 |
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