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Acoustic Features of Oral Reading Prosody and the Relation with Reading Fluency and Reading Comprehension in Taiwanese Children

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Title: Acoustic Features of Oral Reading Prosody and the Relation with Reading Fluency and Reading Comprehension in Taiwanese Children
Language: English
Authors: Chung, Wei-Lun (ORCID 0000-0002-4157-5631), Bidelman, Gavin M. (ORCID 0000-0002-1821-3261)
Source: Journal of Speech, Language, and Hearing Research. Jan 2022 65(1):334-343.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2022
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC016267
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Descriptors: Oral Reading, Suprasegmentals, Acoustics, Predictor Variables, Reading Fluency, Reading Rate, Accuracy, Reading Comprehension, Grade 3, Grade 4, Elementary School Students, Intonation, Foreign Countries, Tone Languages, Mandarin Chinese
Geographic Terms: Taiwan
DOI: 10.1044/2021_JSLHR-21-00252
ISSN: 1092-4388
Abstract: Purpose: The study aimed to examine whether oral reading prosody--the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud--predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children (N = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child-adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child-adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child-adult pitch match, which are early predictive makers of reading fluency and comprehension.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325494
Database: ERIC
FullText Links:
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Acoustic Features of Oral Reading Prosody and the Relation with Reading Fluency and Reading Comprehension in Taiwanese Children
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chung%2C+Wei-Lun%22">Chung, Wei-Lun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4157-5631">0000-0002-4157-5631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bidelman%2C+Gavin+M%2E%22">Bidelman, Gavin M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1821-3261">0000-0002-1821-3261</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Jan 2022 65(1):334-343.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
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  Label: Contract Number
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  Data: R01DC016267
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Suprasegmentals%22">Suprasegmentals</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intonation%22">Intonation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Tone+Languages%22">Tone Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2021_JSLHR-21-00252
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1092-4388
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The study aimed to examine whether oral reading prosody--the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud--predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children (N = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child-adult pitch match, and sentence-final pitch change. Results: Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child-adult pitch match predicted reading accuracy and comprehension. Conclusions: Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child-adult pitch match, which are early predictive makers of reading fluency and comprehension.
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  Data: As Provided
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  Data: 2022
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  Data: EJ1325494
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        Value: 10.1044/2021_JSLHR-21-00252
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 334
    Subjects:
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Suprasegmentals
        Type: general
      – SubjectFull: Acoustics
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Rate
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Intonation
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Tone Languages
        Type: general
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Acoustic Features of Oral Reading Prosody and the Relation with Reading Fluency and Reading Comprehension in Taiwanese Children
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