Literaturnachweis - Detailanzeige
| Autor/inn/en | Lin, Candise Y.; Wang, Min; Newman, Rochelle S.; Li, Chuchu |
|---|---|
| Titel | The Development of Stress Sensitivity and Its Contribution to Word Reading in School-Aged Children |
| Quelle | In: Journal of Research in Reading, 41 (2018) 2, S.259-277 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-0423 |
| DOI | 10.1111/1467-9817.12094 |
| Schlagwörter | Word Recognition; Phonology; Elementary School Students; Correlation; Reading Processes; Phonemes; English; Adults; Oral Language; Vocabulary Skills; Decision Making; Phonemic Awareness; Comparative Analysis; Reading Skills; Intonation; Suprasegmentals |
| Abstract | Background: This study examined the development of stress sensitivity and its relationship with word reading. Previous research has rarely measured phoneme and stress sensitivity in the same task, making a direct comparison of the contribution between the two in reading development difficult. Methods: Participants were native English-speaking adults and children at ages of 6, 8, and 10 years (N = 24, 22, 22, and 24, respectively). A lexical decision task was used to measure both stress and phoneme sensitivity. Oral vocabulary, phoneme awareness, and word reading were assessed. Results: Stress sensitivity accounted for unique variance in reading over and above vocabulary and phoneme awareness in 6-year-olds. Both adults and children had better phoneme sensitivity than stress sensitivity. Conclusions: These findings highlight the unique contribution of stress sensitivity in reading development. The current study made a novel contribution to studying the relationship between prosody and literacy by utilising a task that is able to assess children's stress and phoneme sensitivity simultaneously. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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