Speech prosody and developmental dyslexia: Reduced phonological awareness in the context of intact phonological representations

Journal of Cognitive Psychology

Volumn 24, Issue 5, 2012, Pages 560-581

  Mundy, Ian R ^a,b   Carroll, Julia M ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

^b Institute for Clean Growth and Future Mobility   (United Kingdom)

Author keywords

Developmental dyslexia; Lexical stress; Metrical stress; Prosody; Reading

Indexed keywords

ADULT; ARTICLE; AWARENESS; CONTROLLED STUDY; DYSLEXIA; FEMALE; HUMAN; INTELLIGENCE QUOTIENT; LATENT PERIOD; LEARNING; MAJOR CLINICAL STUDY; MALE; PHONETICS; PRIORITY JOURNAL; READING; SHORT TERM MEMORY; SPEECH; STRESS; TASK PERFORMANCE; VERBAL MEMORY; CLINICAL ARTICLE; DISEASE COURSE; LANGUAGE; LINGUISTICS; POSTGRADUATE STUDENT; UNDERGRADUATE STUDENT;

EID: 84864058932     PISSN: 20445911     EISSN: 2044592X     Source Type: Journal    
DOI: 10.1080/20445911.2012.662341     Document Type: Article

References (66)

1. Blumstein, S., and, Goodglass, H. 1972. The perception of stress as a semantic cue in aphasia. Journal of Speech and Hearing Research, 15: 800-806.
2. Boada, R., and, Pennington, B. F. 2006. Deficient implicit phonological representations in children with dyslexia. Journal of Experimental Child Psychology, 95: 153-193.
3. Boersma, P. 2001. PRAAT: A system for doing phonetics by computer. Glot International, 5, 341-345
4. Brown, G. D. A. 1997. Connectionism, phonology, reading, and regularity in developmental dyslexia. Brain and Language, 59: 207-235.
5. Clin, E., Wade-Woolley, L., and, Heggie, L. 2009. Prosodic sensitivity and morphological awareness in children's reading. Journal of Experimental Child Psychology, 104: 197-213.
6. Coltheart, M. 1981. The MRC Psycholinguistic Database. Quarterly Journal of Experimental Psychology, 33A: 497-505.
7. Cooper, N., Cutler, A., and, Wales, R. 2002. Constraints of lexical stress on lexical access in English: Evidence from native and non-native listeners. Language and Speech, 45: 207-228.
8. Cutler, A., and, Butterfield, S. 1992. Rhythmic cues to speech segmentation: Evidence from juncture misperception. Journal of Memory and Language, 31: 218-236.
9. Cutler, A., and, Norris, D. 1988. The role of strong syllables in segmentation for lexical access. Journal of Experimental Psychology: Human Perception and Performance, 14: 113-121.
10. David, D., Wade-Woolley, L., Kirby, J. R., and, Smithrim, K. 2007. Rhythm and reading development in school-age children: A longitudinal study. Journal of Research in Reading, 30: 169-183.
11. Desroches, A. S., Joanisse, M. F., and, Robertson, E. K. 2006. Specific phonological impairment in dyslexia revealed by eyetracking. Cognition, 100: B32-B42.
12. Duncan, L. G., and, Seymour, P. H. K. 2003. How do children read multisyllabic words? Some preliminary observations. Journal of Research in Reading, 26: 101-120.
13. Fowler, A. E. 1991. How early phonological development might set the stage for phoneme awareness. In Phonological processes in literacy: A tribute to Isabelle Y. Liberman, Edited by: Brady, S. and Shankweiler, D. 97-117. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
14. Fry, D. B. 1955. Duration and intensity as physical correlates of linguistic stress. Journal of the Acoustical Society of America, 27: 765-768.
15. Fry, D. B. 1958. Experiments in the perception of stress. Language and Speech, 1: 126-152.
16. Gombert, J. E. 1992. Metalinguistic development, London, UK: Harvester Wheatsheaf.
17. Goodman, I., Libenson, A., and, Wade-Woolley, L. 2010. Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33: 113-127.
18. Goswami, U., Gerson, D., and, Astruc, L. 2009. Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23: 995-1019.
19. Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., and, Scott, S. K. 2002. Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences, 99: 10911-10916.
20. Gutiérrez-Palma, N., and, Palma-Reyes, A. 2007. Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading, 30: 157-168.
21. Gutiérrez-Palma, N., Raya-Garca, M., and, Palma-Reyes, A. 2009. Detecting stress patterns is related to children's performance on reading tasks. Applied Psycholinguistics, 30: 1-21.
22. Hatcher, J., and, Snowling, M. J. 2002. The York Adult Assessment, York, UK: Centre for Reading and Language, University of York.
23. Holliman, A., Wood, C., and, Sheehy, K. 2010. Does speech rhythm sensitivity predict children's reading ability one year later?. Journal of Educational Psychology, 102: 356-366.
24. Jarvis, B. G. 2006. DirectRT Research Software (Version 2006.2). New York, NY: Empirisoft Corporation.
25. Jusczyk, P. W. 1999. How infants begin to extract words from speech. Trends in Cognitive Sciences, 3: 323-328.
26. Kelly, M. H., Morris, J., and, Verrekia, L. 1998. Orthographic cues to lexical stress: Effects on naming and lexical decision times. Memory and Cognition, 26: 822-832.
27. Kitzen, K. R. 2001. Prosodic sensitivity, morphological ability, and reading ability in young adults with and without childhood histories of reading difficulty (doctoral dissertation, University of Colombia, 2001). Dissertation Abstracts International, 62: 460
28. Kucera, H., and, Francis, W. N. 1967. Computational analysis of present-day American English, Providence, RI: Brown University Press.
29. Kuhl, P. 2004. Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5: 831-843.
30. Liberman, M. Y., and, Streeter, L. A. 1978. Use of nonsense syllable mimicry in the study of prosodic phenomena. Journal of the Acoustical Society of America, 63: 231-233.
31. Liberman, P. 1960. Some acoustic correlates of word stress in American English. Journal of the Acoustical Society of America, 63: 231-233.
32. Masson, M. E. J. 2011. A tutorial on a practical Bayesian alternative to null-hypothesis significance testing. Behaviour Research Methods, 43: 679-690.
33. Mattingly, I. G. 1972. Reading, the linguistic process and linguistic awareness. In Language by ear and by eye: The relationship between speech and reading, Edited by: Kavanagh, J. F. and Mattingly, I. G. 133-147. Cambridge, MA: MIT Press.
34. Mattys, S. L. 2000. The perception of primary and secondary stress in English. Perception and Psychophysics, 62: 253-265.
35. Maurer, U., Bucher, K., Brem, S., and, Brandeis, D. 2003. Altered responses to tone and phoneme mismatch in kindergartners at familial dyslexia risk. Neuroreport, 14: 2245-2250.
36. Metsala, J., Stanovich, K. E., and, Brown, G. D. A. 1998. Regularity effects and the phonological deficit model of reading disabilities: A meta-analytic review. Journal of Educational Psychology, 90: 279-293.
37. Nakatani, L. H., and, Schaffer, J. A. 1978. Hearing words without words: Prosodic cues for word perception. Journal of the Acoustical Society of America, 63: 234-245.
38. Pasquini, E. S., Corriveau, K. H., and, Goswami, U. 2007. Auditory processing of amplitude envelope rise-time in adults diagnosed with developmental dyslexia. Scientific Studies of Reading, 11: 259-286.
39. Psychological Corporation. 1999. Wechsler abbreviated scale of intelligence. San Antonio, TX: Harcourt Brace & Company.
40. Rack, J., Snowling, M. J., and, Olson, R. K. 1992. The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27: 29-51.
41. Raftery, A. E. 1995. Bayesian model selection in social research. In Sociological methodology, Edited by: Marsden, P. V. 111-196. Cambridge, UK: Blackwell.
42. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., and, Frith, U. 2003. Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126: 841-865.
43. Ramus, F., and, Szenkovits, G. 2008. What phonological deficit?. Quarterly Journal of Experimental Psychology, 61: 129-141.
44. Richardson, U., Thomson, J. T., Scott, S. K., and, Goswami, U. 2004. Auditory processing skills and phonological representation in dyslexic children. Dyslexia, 10: 215-233.
45. Schulte-Kórne, G., Deinel, W., Bartling, J., and, Remschmidt, H. 1998. Auditory processing and dyslexia: Evidence for a specific speech processing deficit. Neuroreport, 9: 337-340.
46. Snowling, M. J. 2000. Dyslexia, 2nd ed., Oxford, UK: Blackwell.
47. Soto-Faraco, S., Sebastián-Gallés, N., and, Cutler, A. 2001. Segmental and supra-segmental mismatch in lexical access. Journal of Memory and Language, 45: 412-432.
48. Stanovich, K. E. 1988. Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities, 21: 590-612.
49. Stanovich, K. E. 1998. Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3: 17-21.
50. Thomson, J. M., Fryer, B., Maltby, J., and, Goswami, U. 2006. Auditory and motor rhythm awareness in adults with dyslexia. Journal of Research in Reading, 29: 334-348.
51. Thomson, J., and, Goswami, U. 2010. Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise-time and phonological awareness. Reading and Writing, 23: 453-473.
52. Torgesen, J. K., Wagner, R. K., &, Rashotte, C. A. 1999. The Test of Word Reading Efficiency. Austin, TX: PRO-ED.
53. Van Donselaar, W., Koster, M., and, Cutler, A. 2005. Exploring the role of lexical stress in lexical recognition. Quarterly Journal of Experimental Psychology, 58A: 251-273.
54. Vellutino, F. 1977. Alternative conceptualisations of dyslexia: Evidence in support of a verbal-deficit hypothesis. Harvard Educational Review, 47: 334-354.
55. Vellutino, F. 1979. Dyslexia: Research and theory, Cambridge, MA: MIT Press.
56. Wagenmakers, E. J. 2007. A practical solution to the pervasive problems ofvalues. Psychonomic Bulletin and Review, 779-804: 14
57. Wagner, R. K., and, Torgesen, J. K. 1987. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101: 192-212.
58. Wagner, R. K., Torgesen, J. K., &, Rashotte, C. A. 1999. Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
59. Wells, B., Peppé, S., and, Goulandris, N. 2004. Intonation development from five to thirteen. Journal of Child Language, 31: 749-778.
60. Whalley, K., and, Hansen, J. 2006. The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29: 288-303.
61. White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., and, Ramus, F. 2006. The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9: 237-269.
62. Wilson, M. D. 1988. The MRC Psycholinguistic Database: Machine readable dictionary, version 2. Behavioural Research Methods: Instruments and Computers, 20: 6-11.
63. Witton, C., Stein, J. F., Stoodley, C. J., Rosner, B. S., and, Talcott, J. B. 2002. Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers. Journal of Cognitive Neuroscience, 14: 866-874.
64. Wolf, M., and, Bowers, P. G. 1999. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91: 415-438.
65. Wood, C., and, Terrell, C. 1998. Poor readers' ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16: 397-413.
66. World Health Organisation. 1993. ICD-10 classification of mental health and behavioural disorders: Diagnostic criteria for research. Geneva, Switzerland: World Health Organisation.