Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills
Identifieur interne : 000D80 ( Pmc/Curation ); précédent : 000D79; suivant : 000D81Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills
Auteurs : Katherine S. Binder ; Elizabeth Tighe ; Yue Jiang ; Katharine Kaftanski ; Cynthia Qi ; Scott P. ArdoinSource :
- Reading and writing [ 0922-4777 ] ; 2012.
Abstract
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills.
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DOI: 10.1007/s11145-012-9382-7
PubMed: 23687406
PubMed Central: 3653325
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Binder</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Tighe, Elizabeth" sort="Tighe, Elizabeth" uniqKey="Tighe E" first="Elizabeth" last="Tighe">Elizabeth Tighe</name><affiliation><nlm:aff id="A2">Florida State University</nlm:aff></affiliation></author><author><name sortKey="Jiang, Yue" sort="Jiang, Yue" uniqKey="Jiang Y" first="Yue" last="Jiang">Yue Jiang</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Kaftanski, Katharine" sort="Kaftanski, Katharine" uniqKey="Kaftanski K" first="Katharine" last="Kaftanski">Katharine Kaftanski</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Qi, Cynthia" sort="Qi, Cynthia" uniqKey="Qi C" first="Cynthia" last="Qi">Cynthia Qi</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Ardoin, Scott P" sort="Ardoin, Scott P" uniqKey="Ardoin S" first="Scott P." last="Ardoin">Scott P. Ardoin</name><affiliation><nlm:aff id="A3">University of Georgia</nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">23687406</idno><idno type="pmc">3653325</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3653325</idno><idno type="RBID">PMC:3653325</idno><idno type="doi">10.1007/s11145-012-9382-7</idno><date when="2012">2012</date><idno type="wicri:Area/Pmc/Corpus">000D80</idno><idno type="wicri:Area/Pmc/Curation">000D80</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills</title><author><name sortKey="Binder, Katherine S" sort="Binder, Katherine S" uniqKey="Binder K" first="Katherine S." last="Binder">Katherine S. Binder</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Tighe, Elizabeth" sort="Tighe, Elizabeth" uniqKey="Tighe E" first="Elizabeth" last="Tighe">Elizabeth Tighe</name><affiliation><nlm:aff id="A2">Florida State University</nlm:aff></affiliation></author><author><name sortKey="Jiang, Yue" sort="Jiang, Yue" uniqKey="Jiang Y" first="Yue" last="Jiang">Yue Jiang</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Kaftanski, Katharine" sort="Kaftanski, Katharine" uniqKey="Kaftanski K" first="Katharine" last="Kaftanski">Katharine Kaftanski</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Qi, Cynthia" sort="Qi, Cynthia" uniqKey="Qi C" first="Cynthia" last="Qi">Cynthia Qi</name><affiliation><nlm:aff id="A1">Mount Holyoke College</nlm:aff></affiliation></author><author><name sortKey="Ardoin, Scott P" sort="Ardoin, Scott P" uniqKey="Ardoin S" first="Scott P." last="Ardoin">Scott P. Ardoin</name><affiliation><nlm:aff id="A3">University of Georgia</nlm:aff></affiliation></author></analytic><series><title level="j">Reading and writing</title><idno type="ISSN">0922-4777</idno><idno type="e-ISSN">1573-0905</idno><imprint><date when="2012">2012</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p id="P1">The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills.</p></div></front></TEI><pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
<pmc-dir>properties manuscript</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-journal-id">9001482</journal-id><journal-id journal-id-type="pubmed-jr-id">36375</journal-id><journal-id journal-id-type="nlm-ta">Read Writ</journal-id><journal-id journal-id-type="iso-abbrev">Read Writ</journal-id><journal-title-group><journal-title>Reading and writing</journal-title></journal-title-group><issn pub-type="ppub">0922-4777</issn><issn pub-type="epub">1573-0905</issn></journal-meta><article-meta><article-id pub-id-type="pmid">23687406</article-id><article-id pub-id-type="pmc">3653325</article-id><article-id pub-id-type="doi">10.1007/s11145-012-9382-7</article-id><article-id pub-id-type="manuscript">NIHMS386498</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Binder</surname><given-names>Katherine S.</given-names></name><xref ref-type="aff" rid="A1">*</xref></contrib><contrib contrib-type="author"><name><surname>Tighe</surname><given-names>Elizabeth</given-names></name><xref ref-type="aff" rid="A2">**</xref></contrib><contrib contrib-type="author"><name><surname>Jiang</surname><given-names>Yue</given-names></name><xref ref-type="aff" rid="A1">*</xref></contrib><contrib contrib-type="author"><name><surname>Kaftanski</surname><given-names>Katharine</given-names></name><xref ref-type="aff" rid="A1">*</xref></contrib><contrib contrib-type="author"><name><surname>Qi</surname><given-names>Cynthia</given-names></name><xref ref-type="aff" rid="A1">*</xref></contrib><contrib contrib-type="author"><name><surname>Ardoin</surname><given-names>Scott P.</given-names></name><xref ref-type="aff" rid="A3">***</xref></contrib></contrib-group><aff id="A1"><label>*</label>Mount Holyoke College</aff><aff id="A2"><label>**</label>Florida State University</aff><aff id="A3"><label>***</label>University of Georgia</aff><author-notes><corresp id="CR1">Katherine S. Binder, Department of Psychology and Education, Mount Holyoke College, 50 College St., South Hadley, MA 01075, <email>kbinder@mtholyoke.edu</email></corresp></author-notes><pub-date pub-type="nihms-submitted"><day>27</day><month>6</month><year>2012</year></pub-date><pub-date pub-type="epub"><day>24</day><month>5</month><year>2012</year></pub-date><pub-date pub-type="ppub"><day>1</day><month>5</month><year>2013</year></pub-date><pub-date pub-type="pmc-release"><day>01</day><month>5</month><year>2014</year></pub-date><volume>26</volume><issue>5</issue><fpage>665</fpage><lpage>680</lpage><abstract><p id="P1">The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills.</p></abstract><kwd-group><kwd>Prosody</kwd><kwd>Adult Basic Education</kwd><kwd>Reading Comprehension</kwd><kwd>Decoding</kwd></kwd-group></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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