0000000000296279
AUTHOR
Lisa Hintermeier
Spoken Language Development and the Challenge of Skill Integration
The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children's production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of a…
Spoken Language Development and the Challenge of Skill Integration
The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of a…
Rapid Coding of Syllable Structure by Dysfluent Developing Readers
Purpose: The present study investigated whether the number of syllables affects developing readers’ word recognition when controlling for word length and word frequency and, if so, whether the effect is dependent on reading fluency. The target language was Finnish, a language with a transparent orthography and a simple syllable structure. Method: Eye movements of 142 third and fourth graders were recorded during silent reading of two stories. Reading fluency was assessed separately. For analyses, a data subset containing words of a certain length (6,7,9 letters) and varying syllable number (2,3,4 syllables) was extracted from the data set. Using linear mixed-effects modeling, the effect of …