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 contributions › Journal articles › Research › peer-review
Standard
In: Acta Psychologica, Vol. 235, 103892, 01.05.2023.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading
T2 - An exploratory study in grades 2 and 4
AU - Karageorgos, Panagiotis
AU - Wallot, Sebastian
AU - Müller, Bettina
AU - Schindler, Julia
AU - Richter, Tobias
N1 - Publisher Copyright:© 2023 The Authors
PY - 2023/5/1
Y1 - 2023/5/1
N2 - 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.
AB - 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.
KW - German primary school
KW - Reading prosody
KW - Recurrence quantification analysis
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85150863978&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/f3fb0527-a3eb-3694-bbfa-f94a8abd320b/
U2 - 10.1016/j.actpsy.2023.103892
DO - 10.1016/j.actpsy.2023.103892
M3 - Journal articles
C2 - 36966640
AN - SCOPUS:85150863978
VL - 235
JO - Acta Psychologica
JF - Acta Psychologica
SN - 0001-6918
M1 - 103892
ER -