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A review of reading prosody acquisition and development

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Abstract

The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of timing, phrasing, emphasis and intonation that speakers use to convey meaning. We detail the subjective rating scales proposed as a means of assessing performance in young readers and the objective features of each as markers of progress. Finally, we review studies that have explored the intricate relations between automaticity, prosody and comprehension.

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Funding was provided by Caisse des dépots et consignation (E-FRAN PIA program).

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Authors and Affiliations

  1. CNRS, LPNC, Université Grenoble Alpes, 38000, Grenoble, France

    Erika Godde & Marie-Line Bosse

  2. CNRS, Grenoble-INP, GIPSA-Lab, Université Grenoble Alpes, 38000, Grenoble, France

    Erika Godde & Gérard Bailly

  3. LPNC, Université Grenoble Alpes, Batiment BSHM, CS40700, 38058, Grenoble, Cedex 9, France

    Erika Godde

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  1. Erika Godde
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Correspondence to Erika Godde.

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Godde, E., Bosse, ML. & Bailly, G. A review of reading prosody acquisition and development. Read Writ 33, 399–426 (2020). https://doi.org/10.1007/s11145-019-09968-1

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