Native and Novel Language Prosodic Sensitivity in English-Speaking Children with and without Dyslexia

Autor/inn/en	Anderson, Alida; Lin, Candise Y.; Wang, Min
Titel	Native and Novel Language Prosodic Sensitivity in English-Speaking Children with and without Dyslexia
Quelle	In: Dyslexia, 19 (2013) 2, S.92-112 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1451
Schlagwörter	Reading Difficulties; Monolingualism; Novels; Grade 3; English; Reading Skills; Comparative Analysis; Novelty (Stimulus Dimension); Grade 2; Learning Disabilities; Mandarin Chinese; Suprasegmentals; Auditory Stimuli; Auditory Perception; Auditory Discrimination + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Novel; Roman; School year 03; 3. Schuljahr; Schuljahr 03; English language; Englisch; Reading skill; Lesefertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Learning handicap; Lernbehinderung; Auditive Stimulation; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik
Abstract	Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also assessed. Participants included second and third grade monolingual native English speakers with reading disability (N = 18) and normal reading development (N = 18). Children selected from pairs of novel, native, and nonlinguistic sounds that was more like language. Both groups discriminated disyllabic linguistic sounds (native and novel) from nonlinguistic sounds. Both groups showed preference for the dominant English trochaic stress pattern over the non-dominant iambic stress pattern. Implications for development of prosodic sensitivity in relation to reading skills and future research are discussed. (Contains 2 endnotes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10