Reading fluency skill and the prosodic marking of linguistic focus

Reading fluency skill and the prosodic marking of linguistic focus The purposes of the study were to determine whether third grade children mark linguistic focus features in their reading prosody and whether strong marking of these linguistic focus features might comprise an aspect of expressive reading typical of skilled, fluent reading. Children read a passage targeting information focusing aspects of prosody (direct quote, contrastive words, and exclamations). They also read a grade-level passage from the Qualitative Reading Inventory (Leslie & Caldwell, 2011) and completed the sight word subtest of Test of Word Reading Efficiency-2 (Torgesen, Wagner, & Rashotte, 2012). Children marked direct quote, contrastive words, and exclamations with a higher pitch than when in an unmarked context. They marked contrastive words and exclamations with greater intensity compared to an unmarked context. Further, reading fluency skill as determined by quick and accurate reading was connected to oral reading prosody that was generally more expressive for both sentence and linguistic focus prosodic features. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Reading fluency skill and the prosodic marking of linguistic focus

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9456-1
Publisher site
See Article on Publisher Site

Abstract

The purposes of the study were to determine whether third grade children mark linguistic focus features in their reading prosody and whether strong marking of these linguistic focus features might comprise an aspect of expressive reading typical of skilled, fluent reading. Children read a passage targeting information focusing aspects of prosody (direct quote, contrastive words, and exclamations). They also read a grade-level passage from the Qualitative Reading Inventory (Leslie & Caldwell, 2011) and completed the sight word subtest of Test of Word Reading Efficiency-2 (Torgesen, Wagner, & Rashotte, 2012). Children marked direct quote, contrastive words, and exclamations with a higher pitch than when in an unmarked context. They marked contrastive words and exclamations with greater intensity compared to an unmarked context. Further, reading fluency skill as determined by quick and accurate reading was connected to oral reading prosody that was generally more expressive for both sentence and linguistic focus prosodic features.

Journal

Reading and WritingSpringer Journals

Published: Jun 12, 2013

References

  • The prosodic property of lexical stress affects eye movements during silent reading
    Ashby, J; Clifton, C
  • Text complexity and oral reading prosody in young readers
    Benjamin, R. G.; Schwanenflugel, P. J.

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