This chapter aims to disentangle the complex relationship between the different components of suprasegmental phonology and early reading development. Specifically, it considers the possibility that suprasegmental phonology may not be a unitary construct and explores whether the different suprasegmental components of stress or loudness, pitch or intonation, and duration or timing (Kuhn & Stahl, 2003, p. 5) are related to reading development in different ways. It draws primarily upon published research evidence and theory along with some pertinent unpublished data from two recent exploratory studies, which developed and employed a new, multi-component measure of suprasegmental phonological sensitivity. Conclusions are made regarding the need to consider disentangling different aspects of suprasegmental phonology not only theoretically but practically, in order to develop a more sophisticated understanding of its role in early reading development.
2022. Production, Perception and Identification of English and Arabic Vowels and Semi-vowels by Iraqi Arabic EFL Learners. Journal of Tikrit University for Humanities 29:1, 2 ► pp. 49 ff.
Deacon, Storm Héléne, Andrew John Holliman, Graeme John Dobson & Emily Charlotte Jane Harrison
2018. Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension. Scientific Studies of Reading 22:6 ► pp. 527 ff.
Nayak, Srishti, Daniel E. Gustavson, Youjia Wang, Jennifer E. Below, Reyna L. Gordon & Cyrille L. Magne
2022. Test of Prosody via Syllable Emphasis (“TOPsy”): Psychometric Validation of a Brief Scalable Test of Lexical Stress Perception. Frontiers in Neuroscience 16
Obergfell, Anja L., Barbara M. Schmidt, Prisca Stenneken, Sonja K. Wittemann & Alfred Schabmann
2021. Prosodic sensitivity and reading fluency of musicians and non-musicians. Reading and Writing 34:4 ► pp. 887 ff.
Saban-Dülger, Nur Seda & Esra Özcebe
2024. Language Assessment in Bilingual Turkish-Speaking Preschoolers With Developmental Language Disorders: A Tutorial. Perspectives of the ASHA Special Interest Groups► pp. 1 ff.
Tong, Xiuhong, Qinli Deng & Shelley Xiuli Tong
2023. Speech Prosody and Reading Comprehension in Chinese–English Bilingual Children: The Mediating Role of Syntactic Awareness. Journal of Speech, Language, and Hearing Research 66:7 ► pp. 2362 ff.
Wang, Li‐Chih, Duo Liu, Lorinda Li‐Ying Kwan‐Chen, Kevin Kien‐Hoa Chung & Ji‐Kang Chen
2022. Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading. Dyslexia 28:3 ► pp. 342 ff.
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