Linguistic Rhythm and Literacy

Editors
| University of Sheffield
| University of Memphis
HardboundAvailable
ISBN 9789027244079 | EUR 95.00 | USD 143.00
 
e-Book
ISBN 9789027267559 | EUR 95.00 | USD 143.00
 
The intersection of sound processing, speech production, and literacy is a promising and growing area of study. This volume showcases recent empirical research exploring the association between linguistic rhythm and reading. Linguistic rhythm does not easily assume a single definition, which is part of the motivation for this volume, and subsumes constructs including suprasegmental phonology, prosody, intonation and stress. The twelve papers collected here are the product of a gathering of like-minded researchers from the disciplines of linguistics, psycholinguistics, developmental psychology, cognitive neuroscience and education. The resulting chapters cover topics including the following: developmental interactions between linguistic rhythm and reading and spelling, relationships between rhythm and dyslexia, and cross-linguistic variation in the relationship between lexical stress and orthography. This book will be of interest to researchers and graduate students in the fields of linguistics, human communication, developmental psychology, cognitive psychology and literacy.
[Trends in Language Acquisition Research, 17]  2016.  xiv, 286 pp.
Publishing status: Available
Table of Contents
Introduction
vii–xiv
Prosodic Sensitivity Literacy
The Contributions of Prosodic and Phonological Awareness to Reading: A Review
Lesly Wade-Woolley and Lindsay Heggie
3–24
Chapter 2. Suprasegmental Phonology and Early Reading Development: Examining the Relative Contribution of Sensitivity to Stress, Intonation, and Timing
Andrew J. Holliman
25–50
Chapter 3. Which Prosodic Skills are Related to Reading Ability in Adulthood?
Ian R. Mundy and Julia M. Carroll
51–76
Chapter 4. Towards a Speech Rhythm-Based Reading Intervention
Emily Harrison and Clare Wood
77–98
Chapter 5. The Neural Basis of Speech Rhythm Perception
Jenny Thomson
99–110
Chapter 6. Speech Rhythm and Temporal Structure: Converging Perspectives?
Usha Goswami and Victoria Leong
111–132
Prosodic Productivity Literacy
Chapter 7. Word Stress Competence and Literacy in Dutch Children with a Family Risk of Dyslexia and Children with Dyslexia
Elise de Bree and Frank Wijnen
135–162
Chapter 8. Stress Production in Derived English Words as a Developmental Window
Linda Jarmulowicz
163–186
Chapter 9. Development of Reading Prosody and its Assessment
Paula J. Schwanenflugel and Rebekah George Benjamin
187–212
Prosody and Orthography
Chapter 10. Cross-Linguistic Evidence for Probabilistic Orthographic Cues to Lexical Stress
Padraic Monaghan, Joanne Arciuli and Nada Seva
215–236
Chapter 11. From Diacritics to the Mental Lexicon: Where is the Stress?
Athanassios Protopapas
237–264
Chapter 12. Prosodic Skills and Literacy Acquisition in Spanish
Nicolás Gutiérrez-Palma, Silvia Defior and Nuria Calet
265–282
“Thomsom and Jarmulowicz have brought together in one text twelve outstanding chapters written by a diverse set of researchers that, collectively, inspire readers to go beyond their own discipline’s way of thinking about prosody and rhythm. These chapters undoubtedly will inspire new thoughts about the relation between linguistic rhythm and literacy. Assumptions may be challenged, terms may be questioned and/or refined, and likely new programs of research will be developed.”
“I have been waiting for a book like Linguistic Rhythm and Literacy for a long time. We have known since the late 90s that phonological and orthographic pattern knowledge play critical roles in literacy skills and more recently we have acknowledged the important contribution of morphological awareness. This book provides evidence of another component, the prosodic environment, which must be included in a comprehensive view of literacy. It is indeed a treat to have the contributions all in one place! I look forward to using the book both in my own research and with my students.”
Cited by

Cited by other publications

Chan, Jessica S. & Lesly Wade-Woolley
2018. Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability. Journal of Research in Reading 41:1  pp. 42 ff. Crossref logo
Chan, Jessica S., Lesly Wade-Woolley, Lindsay Heggie & John R. Kirby
2020. Understanding prosody and morphology in school-age children’s reading. Reading and Writing 33:5  pp. 1295 ff. Crossref logo
Fotidzis, Tess, Heechun Moon, Jessica Steele & Cyrille Magne
2018. Cross-Modal Priming Effect of Rhythm on Visual Word Recognition and Its Relationships to Music Aptitude and Reading Achievement. Brain Sciences 8:12  pp. 210 ff. Crossref logo

This list is based on CrossRef data as of 26 october 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2015041507 | Marc record