Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4

Research output: Journal contributionsJournal articlesResearchpeer-review


  • Panagiotis Karageorgos
  • Sebastian Wallot
  • Bettina Müller
  • Julia Schindler
  • Tobias Richter

The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach.

Original languageEnglish
Article number103892
JournalActa Psychologica
Number of pages11
Publication statusPublished - 01.05.2023

Bibliographical note

This article is based on data published in Müller et al. (2015). We have no known conflict of interest to disclose. The research reported in this article was supported by the Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) under Grant 01GJ1004. This publication was supported by the Open Access Publication Fund of the University of Wuerzburg.

Publisher Copyright:© 2023 The Authors

    Research areas

  • German primary school, Reading prosody, Recurrence quantification analysis
  • Psychology