Katherine S. Binder|Elizabeth L. Tighe|Jiang Yue|Katharine Kaftanski|Qi Chang|Scott P. Ardoin
Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills
Mount Holyoke College|Florida State University|Mount Holyoke College|Mount Holyoke College|Mount Holyoke College|University of Georgia
purpose current study explore relationship prosody expressive quality reading loud reading comprehension adults low literacy skills compared skilled readers participants read passage orally extracted prosodic measures recordings examined pitch changes long readers paused various points reading finally adults low literacy skills collected information decoding word recognition reading comprehension found several interesting results first adults low literacy skills paused longer skilled readers paused substantially greater number punctuation marks second adults low literacy skills mark end declarative sentences pitch declination similar skilled readers readings questions lack change pitch third decoding word recognition skills related pauses reading readers lower skills made longer frequent inappropriate pauses finally pausing measures explained significant amount variance reading comprehension among adults low literacy skills