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Chapter 4. Towards a Speech Rhythm-Based Reading Intervention

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Abstract

The purpose of this chapter is to review ‘traditional’ approaches to reading interventions alongside experimental work which has devised tasks for the assessment of speech rhythm in different age groups. The chapter reflects on how to take the best of these tasks and intervention formats and combine them into a potential model for speech rhythm-based reading intervention. The chapter reviews the phonological deficit hypothesis before detailing reading interventions linked to this hypothesis and found to be effective in raising attainment in reading. It then reviews the methodologies and findings of studies looking at speech rhythm and its contribution to reading processes. This chapter proposes that tasks used to assess speech rhythm sensitivity could usefully be adapted and used in the context of early intervention.

References

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