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ERIC Number: EJ1438125
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: EISSN-1521-0693
Poetry and Syllable-Stress Identification as the Means for Understanding Dyslexia and Reading-Related Difficulties
Peter Richtsmeier; Matthew Hopper; Sheri Vasinda; Hannah Krimm; Michelle Moore; Yu Zhang
Reading & Writing Quarterly, v40 n5 p436-455 2024
In young adults and adolescents, dyslexia typically is characterized by slow or laborious reading. These reading difficulties are underpinned at least partly by a phonological deficit that disrupts cognitive connections between spoken and written language. Prosodic stress is a phonological property of spoken language reflecting differences in syllable stress, for example, between the noun REC.ord and the verb re.CORD. Prosodic stress is not reflected in the written form "record," but evidence suggests that knowledge of prosodic stress is relatively weak in people with dyslexia. The present study examines the abilities of young adults with and without a history of dyslexia to identify stressed syllables in poems. In our main analysis, there was no significant difference for marking stressed syllables between the participants with and without dyslexia. However, accuracy for marking stress correlated with a measure of nonword reading, consistent with previous findings of overlapping segmental and prosodic deficits in dyslexia. Additional correlations of the task to both reading and language measures raise questions about the overlap between dyslexia and other disorders, particularly developmental language disorder. We also discuss how the poetry task could be used as an instructional intervention or treatment activity for people with limited awareness of prosodic stress.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Grant or Contract Numbers: N/A