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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 10
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Articles

Prosodic awareness and children’s multisyllabic word reading

Andrew J. HollimanFaculty of Health and Life Sciences, Coventry University, Coventry, UKCorrespondence[email protected]
,
Ian R. MundyFaculty of Health and Life Sciences, Coventry University, Coventry, UK
,
Lesly Wade-WoolleyDepartment of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, USA
,
Clare WoodFaculty of Health and Life Sciences, Coventry University, Coventry, UK
&
Chelsea BirdFaculty of Health and Life Sciences, Coventry University, Coventry, UK
Pages 1222-1241 | Received 15 Oct 2015, Accepted 12 May 2017, Published online: 24 May 2017

Citations (14)

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Read on this site (2)

Lesly Wade-Woolley, Clare Wood, Jessica Chan & Sarah Weidman. (2022) Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research. Scientific Studies of Reading 26:2, pages 165-181.
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Ken Chi Kin Chow & Magdalena Mo Ching Mok. (2017) Editorial. Educational Psychology 37:10, pages 1171-1172.
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Articles from other publishers (12)

Wei-Lun Chung. (2024) General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning. International Review of Applied Linguistics in Language Teaching 0:0.
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Shelley Xiuli Tong, Kembell Lentejas, Qinli Deng, Ning An & Yanmengna Cui. (2023) How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis. Educational Psychology Review 35:3.
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Barbara Maria Schmidt, Petra Breuer-Küppers, Doris Vahlhaus-Aretz, Anja Larissa Obergfell & Alfred Schabmann. (2022) Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German. Reading and Writing 36:1, pages 223-239.
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Valeska Torres-Bustos, Bernardo Riffo-Ocares & Katia Sáez-Carrillo. (2022) Diferencias entre el rendimiento en tareas de conciencia fonológica y conciencia prosódica acentual en escolares con trastorno del desarrollo del lenguaje. Revista de Logopedia, Foniatría y Audiología 42:2, pages 80-89.
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Jeong Hyun Park, Li-Jen Kuo, Quentin Dixon & Haemin Kim. (2022) Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English. Journal of Psycholinguistic Research 51:2, pages 397-415.
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Carla Míguez‐Álvarez, Miguel Cuevas‐Alonso & Ángeles Saavedra. (2021) Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis. Language Learning 72:1, pages 113-157.
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Anja L. Obergfell, Alfred Schabmann & Barbara M. Schmidt. (2022) The relationship between basic auditory processing, prosodic sensitivity and reading in German adults. Journal of Research in Reading 45:1, pages 119-136.
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Ashley G. Flagge, Mary Ellen Neeley, Tara M. Davis & Victoria S. Henbest. (2021) A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula. Brain Sciences 11:8, pages 982.
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Jodie L. Enderby, Julia M. Carroll, M. Luisa Tarczynski-Bowles & Helen L. Breadmore. (2021) The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words. Applied Psycholinguistics 42:4, pages 865-885.
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Wei‐Lun Chung, Linda Jarmulowicz & Gavin M. Bidelman. (2021) Cross‐linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge. Journal of Research in Reading 44:2, pages 434-452.
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Sarah Critten, Andrew J. Holliman, David J. Hughes, Clare Wood, Helen Cunnane, Claire Pillinger & S. Hélène Deacon. (2020) A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing 34:2, pages 371-389.
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Jessica S. Chan, Lesly Wade-Woolley, Lindsay Heggie & John R. Kirby. (2019) Understanding prosody and morphology in school-age children’s reading. Reading and Writing 33:5, pages 1295-1324.
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