{"title":"Lexical prosodic representation and access in Japanese children with developmental dyslexia","authors":"Michiru Iwata, Ryusaku Hashimoto, Ayumi Seki","doi":"10.1002/dys.1737","DOIUrl":null,"url":null,"abstract":"<p>Recent research indicates that awareness of the prosodic information present in spoken language could be an important factor for literacy development, and that adults with developmental dyslexia show impaired awareness of lexical prosodic information, while the phonological representations remain intact. We investigated lexical prosodic representation and awareness in Japanese children with and without developmental dyslexia. Lexical prosodic representation was investigated using a cross-modal fragment priming task, and awareness was examined using a fragment identification task. The task was modified for children by selecting words with higher familiarity and fewer trials. As a result, the same pattern of prosodic priming effects was observed between groups; lexical decision time was faster in the prosodic congruent condition than in the incongruent condition. In addition, accuracy and reaction time did not show group differences in the fragment identification task. Relationship between prosody and literacy development may differ between languages but the sample size were small in both groups. Further investigation with larger sample size is required.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1737","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Recent research indicates that awareness of the prosodic information present in spoken language could be an important factor for literacy development, and that adults with developmental dyslexia show impaired awareness of lexical prosodic information, while the phonological representations remain intact. We investigated lexical prosodic representation and awareness in Japanese children with and without developmental dyslexia. Lexical prosodic representation was investigated using a cross-modal fragment priming task, and awareness was examined using a fragment identification task. The task was modified for children by selecting words with higher familiarity and fewer trials. As a result, the same pattern of prosodic priming effects was observed between groups; lexical decision time was faster in the prosodic congruent condition than in the incongruent condition. In addition, accuracy and reaction time did not show group differences in the fragment identification task. Relationship between prosody and literacy development may differ between languages but the sample size were small in both groups. Further investigation with larger sample size is required.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine