Get fulltext from our e-platform
Linguistic Rhythm and Literacy
The intersection of sound processing, speech production, and literacy is a promising and growing area of study. This volume showcases recent empirical research exploring the association between linguistic rhythm and reading. Linguistic rhythm does not easily assume a single definition, which is part of the motivation for this volume, and subsumes constructs including suprasegmental phonology, prosody, intonation and stress. The twelve papers collected here are the product of a gathering of like-minded researchers from the disciplines of linguistics, psycholinguistics, developmental psychology, cognitive neuroscience and education. The resulting chapters cover topics including the following: developmental interactions between linguistic rhythm and reading and spelling, relationships between rhythm and dyslexia, and cross-linguistic variation in the relationship between lexical stress and orthography. This book will be of interest to researchers and graduate students in the fields of linguistics, human communication, developmental psychology, cognitive psychology and literacy.
[Trends in Language Acquisition Research, 17] 2016. xiv, 286 pp.
Publishing status: Available
Published online on 22 February 2016
Published online on 22 February 2016
© John Benjamins Publishing Company
Table of Contents
- Introduction | pp. vii–xiv
- Prosodic Sensitivity Literacy
- The Contributions of Prosodic and Phonological Awareness to Reading: A ReviewLesly Wade-Woolley and Lindsay Heggie | pp. 3–24
- Chapter 2. Suprasegmental Phonology and Early Reading Development: Examining the Relative Contribution of Sensitivity to Stress, Intonation, and TimingAndrew J. Holliman | pp. 25–50
- Chapter 3. Which Prosodic Skills are Related to Reading Ability in Adulthood?Ian R. Mundy and Julia M. Carroll | pp. 51–76
- Chapter 4. Towards a Speech Rhythm-Based Reading InterventionEmily Harrison and Clare Wood | pp. 77–98
- Chapter 5. The Neural Basis of Speech Rhythm PerceptionJenny Thomson | pp. 99–110
- Chapter 6. Speech Rhythm and Temporal Structure: Converging Perspectives?Usha Goswami and Victoria Leong | pp. 111–132
- Prosodic Productivity Literacy
- Chapter 7. Word Stress Competence and Literacy in Dutch Children with a Family Risk of Dyslexia and Children with DyslexiaElise de Bree and Frank Wijnen | pp. 135–162
- Chapter 8. Stress Production in Derived English Words as a Developmental WindowLinda Jarmulowicz | pp. 163–186
- Chapter 9. Development of Reading Prosody and its AssessmentPaula J. Schwanenflugel and Rebekah George Benjamin | pp. 187–212
- Prosody and Orthography
- Chapter 10. Cross-Linguistic Evidence for Probabilistic Orthographic Cues to Lexical StressPadraic Monaghan, Joanne Arciuli and Nada Seva | pp. 215–236
- Chapter 11. From Diacritics to the Mental Lexicon: Where is the Stress?Athanassios Protopapas | pp. 237–264
- Chapter 12. Prosodic Skills and Literacy Acquisition in SpanishNicolás Gutiérrez-Palma, Silvia Defior and Nuria Calet | pp. 265–282
“Thomsom and Jarmulowicz have brought together in one text twelve outstanding chapters written by a diverse set of researchers that, collectively, inspire readers to go beyond their own discipline’s way of thinking about prosody and rhythm. These chapters undoubtedly will inspire new thoughts about the relation between linguistic rhythm and literacy. Assumptions may be challenged, terms may be questioned and/or refined, and likely new programs of research will be developed.”
Kenn Apel, University of South Carolina
“I have been waiting for a book like Linguistic Rhythm and Literacy for a long time. We have known since the late 90s that phonological and orthographic pattern knowledge play critical roles in literacy skills and more recently we have acknowledged the important contribution of morphological awareness. This book provides evidence of another component, the prosodic environment, which must be included in a comprehensive view of literacy. It is indeed a treat to have the contributions all in one place! I look forward to using the book both in my own research and with my students.”
Julie Masterson, Missouri State University
Cited by (12)
Cited by 12 other publications
Calet, Nuria, Nicolás Gutiérrez-Palma & Gracia Jiménez-Fernández
Jiang, Ying, Xiaosong Gai, Zhe Wang & Jenny Thomson
Powell, Stephanie J., Srishti Nayak & Cyrille L. Magne
Schmidt, Barbara Maria, Petra Breuer-Küppers, Doris Vahlhaus-Aretz, Anja Larissa Obergfell & Alfred Schabmann
González-Valenzuela, María-José & Isaías Martín-Ruiz
Skubic, Darija, Blažka Gaberc & Janez Jerman
Chan, Jessica S., Lesly Wade-Woolley, Lindsay Heggie & John R. Kirby
Sammler, Daniela & Stefan Elmer
Chan, Jessica S. & Lesly Wade‐Woolley
Fotidzis, Tess S., Heechun Moon, Jessica R. Steele & Cyrille L. Magne
Johansson, Mats
This list is based on CrossRef data as of 12 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.