Browse > Article
http://dx.doi.org/10.13064/KSSS.2021.13.4.055

A comparative study of prosodic features according to the syntactic diversities between children with reading disability and nondisabled children  

Park, Sungsook (Speech-Language Pathology, Chungnam National University)
Seong, Cheoljae (Linguistics, Chungnam National University)
Publication Information
Phonetics and Speech Sciences / v.13, no.4, 2021 , pp. 55-66 More about this Journal
Abstract
Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.
Keywords
reading disability; prosody; syntactic diversity; reading fluency;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Zvonik, E., & Cummins, F. (2003, September). The effect of surrounding phrase lengths on pause duration. Proceedings of the 8th European Conference on Speech Communication and Technology(Eurospeech 2003) (pp. 777-780).
2 Kim, Y. (2017). Instruction of reading and writing. Seoul, Korea: Hakjisa.
3 Kim, Y. O., Byun, C. S., Kang, O. R., & Woo, J. H. (2014). A study on developing a "dyslexia screening checklist". Korea Journal of Learning Disabilities, 11, 99-128.
4 Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321.   DOI
5 Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.   DOI
6 Mercer, C. D., & Mercer, A. R. (2001). Teaching students with learning problems (6th ed.). New York, NY: Merrill Publishing Co.
7 Miller, J., & Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98(4), 839-853.   DOI
8 Miller, J., & Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336-354.   DOI
9 National Reading Panel. (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
10 Oh, S. Y., Seong, C. J., & Choi, E. A. (2011). The prosodic characteristics of children with cochlear implants with respect to speech rate and intonation slope. Phonetics and Speech Sciences, 3(3), 157-165.
11 Lee, B. (2008). Korean grammar for speech-language pathologists. Seoul, Korea: Hakjisa.
12 Kim, S. H., & Jung, K. H. (2015). Morphological awareness and reading abilities for early elementary school students with poor reading skill. Journal of Speech & Hearing Disorders, 24(2), 35-47.
13 Koo, M. M., & Nam, K. C. (2007). Effects of name agreement and word frequency on the English-Korean word translation task, Malsori, 61, 31-48.
14 An, B. (2010). Korean prosody and phonology. Seoul, Korea: Worin.
15 Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.   DOI
16 Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults. Austin, TX: PRO-ED.
17 Pae, S. Y., Kim, M. B., & Jung, K. H. (2012). Grammatical morphemes of school-aged Korean children with or without poor reading. Journal of Speech & Hearing Disorders, 21(1), 17-37.   DOI
18 Butterworth, B. (1980). Evidence from pauses in speech. In B. Butterworth (Ed.), Language production (Vol. 1, pp. 155-176). London, UK: Academic Press.
19 Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293.   DOI
20 Park, J., Park, H., & Sim, H. (2019). Prosodic features in the oral reading of lower-grade elementary school children with high-functioning autism spectrum disorders. Special Education Research, 18(2), 111-134.
21 Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119-129.   DOI
22 Smith, A. B., Roberts, J., Smith, S. L., Locke, J. L., & Bennett, J. (2006). Reduced speaking rate as an early predictor of reading disability. American Journal of Speech Language Pathology, 15(3), 289-297.   DOI
23 Oh, J. (2014). A study of intonation curve slopes in Korean spontaneous speech. Phonetics and Speech Sciences, 6(1), 21-30.   DOI
24 Cowie, R., Douglas-Cowie, E., & Wichmann, A. (2002). Prosodic characteristics of skilled reading: Fluency and expressiveness in 8-10-year-old readers. Language and Speech, 45(1), 47-82.   DOI
25 Carreker, S., Davis, R., Meisel, P., Spear-Swerling, L., & Wilson, B. (2009). Knowledge and practice standards for teachers of reading. Baltimore, MD: International Dyslexia Association.
26 Jung, K. S., & Seong, C. J. (2007). A comparative study of the prosodic features between autism spectrum disorder and normal children in Korean read sentence. Communication Sciences & Disorders, 12(4), 625-642.
27 Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241.   DOI
28 Alves, L. M., Reis, C., & Pinheiro, A. (2015). Prosody and reading in dyslexic children. Dyslexia, 21(1), 35-49.   DOI
29 Couper-Kuhlen, E. (1986). An introduction to English prosody. London, UK: Edward Arnold.
30 Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.   DOI
31 Groen, M. A., Veenendaal, N. J., & Verhoeven, L. (2019). The role of prosody in reading comprehension: Evidence from poor comprehenders. Journal of Research in Reading, 42(1), 37-57.   DOI
32 Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49(3), 192-200.   DOI
33 Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.   DOI
34 Kim, G. E., & Chung, B. J. (2017). Morphological awareness of connective endings in first and second grade poor readers. Journal of Speech Language & Hearing Disorders, 26(2), 77-88.
35 Kim, S., Kim, M., Yoo, Y., & Kim, H. (2018). Syntax an analysis of 1st and 2nd grade elementary school Korean textbooks. Journal of Speech Language & Hearing Disorders, 27(3), 97-105.
36 Kim, W. S., Lee, S., Seo, J. H., Jeong, D. E., Cheon, J. M., & Choi, K. Y. (2015). An analysis of vocabulary in Korean elementary school textbooks. Journal of Speech Language & Hearing Disorders, 24(4), 33-44.   DOI
37 Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361.   DOI