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읽기장애아동과 일반아동의 통사적 다양성에 따른 운율 특성 비교

A comparative study of prosodic features according to the syntactic diversities between children with reading disability and nondisabled children

성철재|박성숙
한국음성학회 (The Korean Society of Speech Sciences)|2021.12|말소리와 음성과학 (Phonetics and Speech Sciences)|제13권 제4호|pp. 55-66|DOI https://doi.org/10.13064/KSSS.2021.13.4.055

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참고문헌

키워드

reading fluencyprosodysyntactic diversityreading disability
주제분류학제간연구

초록

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/ conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.

Abstract

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/ conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.

참고문헌 (37)

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