Linguistic Rhythm and Literacy

Editors

Jenny Thomson | University of Sheffield

Linda Jarmulowicz | University of Memphis

Hardbound – Available

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

https://doi.org/10.1075/tilar.17

Table of Contents

Introduction | pp. vii–xiv

Prosodic Sensitivity Literacy

The Contributions of Prosodic and Phonological Awareness to Reading: A Review

Lesly Wade-Woolley and Lindsay Heggie | pp. 3–24

Chapter 2. Suprasegmental Phonology and Early Reading Development: Examining the Relative Contribution of Sensitivity to Stress, Intonation, and Timing

Andrew J. Holliman | pp. 25–50

Chapter 3. Which Prosodic Skills are Related to Reading Ability in Adulthood?

Ian R. Mundy and Julia M. Carroll | pp. 51–76

Chapter 4. Towards a Speech Rhythm-Based Reading Intervention

Emily Harrison and Clare Wood | pp. 77–98

Chapter 5. The Neural Basis of Speech Rhythm Perception

Jenny Thomson | pp. 99–110

Chapter 6. Speech Rhythm and Temporal Structure: Converging Perspectives?

Usha Goswami and Victoria Leong | pp. 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 | pp. 135–162

Chapter 8. Stress Production in Derived English Words as a Developmental Window

Linda Jarmulowicz | pp. 163–186

Chapter 9. Development of Reading Prosody and its Assessment

Paula J. Schwanenflugel and Rebekah George Benjamin | pp. 187–212

Prosody and Orthography

Chapter 10. Cross-Linguistic Evidence for Probabilistic Orthographic Cues to Lexical Stress

Padraic Monaghan, Joanne Arciuli and Nada Seva | pp. 215–236

Chapter 11. From Diacritics to the Mental Lexicon: Where is the Stress?

Athanassios Protopapas | pp. 237–264

Chapter 12. Prosodic Skills and Literacy Acquisition in Spanish

Nicolás Gutiérrez-Palma, Silvia Defior and Nuria Calet | pp. 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.”

Kenn Apel, University of South Carolina

“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.”

Julie Masterson, Missouri State University

Cited by

Cited by 8 other publications

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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.

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.

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.

González-Valenzuela, María-José & Isaías Martín-Ruiz

2022. Neuropsychological Perspective on Dyslexia. In Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments,

Johansson, Mats

2017. Empirical Research on Asymmetrical Rhythmsin Scandinavian Folk Music: A Critical Review. Studia Musicologica Norvegica 43:1 ► pp. 58 ff.

Schmidt, Barbara Maria, Petra Breuer-Küppers, Doris Vahlhaus-Aretz, Anja Larissa Obergfell & Alfred Schabmann

2023. Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German. Reading and Writing 36:1 ► pp. 223 ff.

Skubic, Darija, Blažka Gaberc & Janez Jerman

2021. Supportive Development of Phonological Awareness Through Musical Activities According to Edgar Willems. SAGE Open 11:2 ► pp. 215824402110218 ff.

Varnet, Léo, Maria Clemencia Ortiz-Barajas, Ramón Guevara Erra, Judit Gervain & Christian Lorenzi

2017. A cross-linguistic study of speech modulation spectra. The Journal of the Acoustical Society of America 142:4 ► pp. 1976 ff.

This list is based on CrossRef data as of 17 november 2023. 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.

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