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Record Nr. |
UNINA9910466150703321 |
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Titolo |
Linguistic rhythm and literacy / / edited by Jenny Thomson, Linda Jarmulowicz |
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Pubbl/distr/stampa |
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Amsterdam, [Netherlands] ; ; Philadelphia, [Philadelphia] : , : John Benjamins Publishing Company, , 2016 |
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©2016 |
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Descrizione fisica |
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1 online resource (302 p.) |
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Collana |
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Trends in Language Acquisition Research, , 1569-0644 ; ; Volume 17 |
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Disciplina |
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Soggetti |
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Language and languages - Rhythm |
Tempo (Phonetics) |
Language acquisition |
Literacy |
Psycholinguistics |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Linguistic Rhythm and Literacy; Editorial page; Title page; LCC data; Table of contents; Introduction; Overview of chapters; Concluding Remarks; References; Section I. Prosodic Sensitivity Issues; The Contributions of Prosodic and Phonological Awareness to Reading; Introduction; Phonological awareness; Prosody and prosodic awareness; Segmental and suprasegmental phonology; Search Strategy; Included Articles; Reading Measures; Phonological awareness measures; Prosody measures; References; Suprasegmental Phonology and Early Reading Development |
ResultsExperiment 2: A multi-component measure of suprasegmental phonology and its relationship with IQ, phonological awareness and decoding, passage reading accuracy, and reading comprehension ; Method; Results; General discussion of Experiment 1 and 2; Methodological limitations; Conclusion; Acknowledgements; References; Which Prosodic Skills are Related to Reading Ability in |
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Adulthood?; Introduction; Prosody, phoneme awareness, and reading development; Prosody and skilled reading; Stress and lexical activation; Orthographic cues to stress assignment |
Which prosodic skills are related to reading impairment in adulthood?Prosody and dyslexia in adulthood: Impaired performance; Rise-time; Stress identification/discrimination; Stress-context matching; Template matching; Metalinguistic skills; Prosody and dyslexia in adulthood: Intact performance; Stress primsing; Stress decoding; Stress perception; Prosody and the nature of dyslexia; Summary and future directions; References; Towards a Speech Rhythm-Based Reading Intervention; Segmental phonological awareness; The phonological deficit hypothesis; Phonic interventions |
The perspective from developmental dyslexia: Some background |
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