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dc.contributor.authorWestmoreland, Matthew
dc.date.accessioned2014-07-17T04:30:17Z
dc.date.available2014-07-17T04:30:17Z
dc.date.issued2013-12
dc.identifier.otherwestmoreland_matthew_201312_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma
dc.identifier.urihttp://hdl.handle.net/10724/30250
dc.description.abstractThis study examines the development of reading prosody, specifically, linguistic focus prosody as an element of reading by recording the readings of 120 third grade students from Georgia and New Jersey. Spectrographs were used to examine how the students marked linguistic through the use of pitch, duration, and amplitude. The linguistic focus features being examined were exclamation, quotations, contrastive stress, and parentheticals. More fluent readers marked contrastive stress and exclamations with higher pitch and increased amplitude, which was expected based on the previous research. Fluent readers also used higher pitch as a marker of quotations. Longer duration was only used as a marker for exclamations and even showed an unexpected directionality where unmarked words had a longer duration. The participants generally did not understand parentheticals, and a majority of the parentheticals had to be recorded as missing and a statistical analysis could not be performed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectReading Prosody
dc.subjectLinguistic Focus Prosody
dc.titleAnalysis of the development of reading prosody as an element of children's developing reading fluency
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorPaula Schwanenflugel
dc.description.committeePaula Schwanenflugel
dc.description.committeeNancy F Knapp
dc.description.committeeApril Galyardt


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