Abstract Expressive reading is considered one of the subprocesses involved in reading fluency, and good readers show greater changes in tone and fewer unnecessary pauses than bad ones. Given the high frequency of reading difficulties in specific language impairment (SLI), there may be certain differences in the use of prosody among children with SLI. The purpose of this study was to research whether prosody in the reading of children with Spanish SLI differs from that in the reading of typical readers. To do so, 44 children (SLI and control) read aloud a text which contained declarative, interrogative and exclamatory sentences. Different prosodic parameters referring to length, tone and intensity were measured. The results showed that the children with SLI read slower, commit more errors and make more inappropriate pauses. Furthermore, fewer pitch variations were found in the interrogative sentence and in the final features of the sentence. These results confirm the relationship between decoding and prosody; therefore, interventions with these children should bear in mind the practice of expressive reading while learning reading fluency.

中文翻译：

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朗读特殊语言障碍儿童的韵律/西班牙语国家的特殊语言保护法（pro prodiadia en la lectura deniñoscon trastornoespecíficodel lenguaje）

摘要富有表现力的阅读被认为是阅读流利程度的子过程之一，优秀的读者比不好的读者表现出更大的语调变化和更少的不必要的停顿。鉴于特定语言障碍（SLI）的阅读困难频率很高，因此SLI儿童在韵律使用上可能存在某些差异。这项研究的目的是研究西班牙SLI儿童阅读中的韵律与普通读者阅读中的韵律是否有所不同。为此，有44名儿童（SLI和对照）大声朗读了包含陈述性，疑问性和感叹性句子的文本。测量了涉及长度，音调和强度的不同韵律参数。结果表明，患有SLI的儿童阅读速度较慢，犯下了更多错误，并做出了更多不适当的停顿。此外，在疑问句和句子的最终特征中，音调变化较少。这些结果证实了解码与韵律之间的关系。因此，在学习阅读流利度的同时，对这些孩子的干预应牢记表达阅读的习惯。