Prosody as a Source of Individual Differences in Dyslexia and Developmental Language Disorder

• Author(s) / Creator(s)

  • Wade-Woolley, Lesly

• SSHRC IG awarded 2021: In the proposed four-year project, we will conduct a longitudinal study that follows three groups of children from kindergarten to grade two: 100 children with a family history of dyslexia, which is highly heritable, 100 with a preschool diagnosis of developmental language disorder (DLD), and 100 with no history of language or reading issues. We will track the prosody (speech rhythm), language, and reading development of these children to achieve the project objectives, which are (1) to test the direct and indirect effects of prosody on reading comprehension in a model that includes the primary components of the Simple View of Reading: linguistic comprehension and decoding of the printed word, and (2) to determine whether measures of prosody increase the accuracy of early assessment of risk for later DLD, dyslexia and combined disorders. Although children with these disorders may show similar issues with reading comprehension, the causes are different and different instructional approaches to reading are required.

• Date created

  2020-09-30

• Subjects / Keywords

  • Insight Grant
  • IG
  • SSHRC
  • Reading Development
  • Dyslexia
  • Developmental Language Disorder
  • Prosody
  • Speech Rhythm
  • Educational Psychology
  • Special Education
  • Education
  • Literacy
  • Children
  • Canada

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/r3-7dtj-7a20

• License

  © Wade-Woolley, Lesly. All rights reserved other than by permission. This document is embargoed to those without UAlberta CCID until 2027.