ABSTRACT

We examined the relation between reading prosody and reading comprehension, using a systematic review and meta-analysis to estimate the strength of the relation and to understand whether the strength of the relation varies by prosody feature (adult-like contour, F0 sentence-final declination, grammatical pauses, ungrammatical pauses, prosody scale), students’ developmental phase of reading skill as examined by grade level, and orthographic depth. A total of 35 studies (N = 9,349; Grades 1–9, 8 languages) met inclusion criteria. Overall a moderate relation (.51) was found between reading prosody and reading comprehension. Furthermore, the strength varied by prosody feature such that the relation was stronger for prosody rating scale than for pitch indicators such as adult-like contour and F0 sentence-final declination. However, grade and orthographic depth were not significant moderators. These results suggest that the relation between reading prosody and reading comprehension is not unitary and should consider specific aspects of reading prosody.

摘要

我们检查了阅读韵律和阅读理解之间的关系，使用系统回顾和荟萃分析来估计关系的强度，并了解关系的强度是否因韵律特征（成人轮廓，F0 句末偏角）而变化, 语法停顿, 非语法停顿, 韵律尺度), 学生阅读技能的发展阶段, 按年级水平和正字法深度检查。共 35 项研究 ( N= 9,349；1-9 年级，8 种语言）符合纳入标准。总体而言，阅读韵律和阅读理解之间存在适度的关系 (.51)。此外，强度因韵律特征而异，因此韵律等级量表的关系强于成人轮廓和 F0 句子末尾偏角等音调指标。然而，等级和正字法深度并不是重要的调节因素。这些结果表明阅读韵律和阅读理解之间的关系不是单一的，应该考虑阅读韵律的具体方面。