@misc{10481/87835,
year = {2019},
url = {https://hdl.handle.net/10481/87835},
abstract = {Background: The deficit on segmental phonology in developmental dyslexia is well
established and according to recent studies this deficit extends to suprasegmental
phonology or prosody. However, these studies have focused on word-level prosody.
Further research is needed concerning prosodic deficit in dyslexia, especially with a
Spanish-speaking population.
Aims: The aim of this study was to investigate the role of linguistic (word and phraselevel)
and non-linguistic prosodic skills in Spanish children with developmental
dyslexia.
Method and procedure: 48 Spanish children (8-9 years of age) from ten primary
education schools were selected (24 children with developmental dyslexia and 24
chronological age-control children). Non-linguistic rhythm, word and phrase-level
prosody, phonological awareness, nonverbal intelligence and reading aloud were
assessed.
Results: The results obtained show that children with developmental dyslexia scored
lower than typically developing readers on non-linguistic rhythm and word and phraselevel
prosody tasks. The differences remained statistically significant at the phrase level
after controlling for word-level processing (phonological or prosodic), phonological
awareness, non-linguistic rhythm and reading skills.
Conclusions: Children with developmental dyslexia in Spanish exhibit a core deficit in
suprasegmental phonology, at linguistic and non-linguistic levels. The implications of
suprasegmental phonology skills for reading acquisition disabilities are discussed.},
title = {Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia},
doi = {10.1016/j.ridd.2019.04.013},
author = {Calet Ruiz, Nuria and Gutiérrez Palma, Nicolás and Defior, Sylvia and Jiménez Fernández, Gracia},
}