Research graph
References from How you read the text matters: Caregiver oral reading prosody during shared reading relates to preschoolers’ language skills. Local targets link to admitted publications; unresolved targets remain external evidence.
Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension
10.1080/10888438.2013.864658 · 2014 · External reference
Development of reading prosody in school-age Spanish children: A longitudinal study
10.1111/1467-9817.12286 · 2020 · External reference
Test complexity and oral reading prosody in young readers
10.1598/rrq.45.4.2 · 2010 · External reference
Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills
10.1007/s11145-012-9382-7 · 2013 · External reference
Unresolved reference
External reference
Acoustic correlates of information structure
10.1080/01690965.2010.504378 · 2010 · External reference
Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy
10.3102/00346543065001001 · 1995 · External reference
During: Instruction [Intentional read aloud]
2026 · External reference
Prosody in context: A review
10.1080/23273798.2014.963130 · 2015 · External reference
A systematic review and bayesian meta-analysis of the acoustic features of infant-directed speech
10.1038/s41562-022-01452-1 · 2023 · External reference
Prosody and language comprehension
10.1002/wcs.1355 · 2015 · External reference
Effects of cognitive stress on voice acoustics in individuals with hyperfunctional voice disorders
10.1044/2022_ajslp-22-00204 · 2023 · External reference
Caregiver self-efficacy in relation to caregivers’ history of language and reading difficulties and children’s shared reading experiences
10.1044/2024_lshss-23-00067 · 2024 · External reference
Caregiver oral reading prosody is associated with preschoolers’ storybook listening comprehension
10.1044/2025_jslhr-25-00313 · 2025 · External reference
Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
10.1016/j.jecp.2020.105017 · 2021 · External reference
Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input
2019 · External reference
Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia
10.1017/s0954579416000134 · 2017 · External reference
Prosodic variation between contexts in infant-directed speech
10.1017/s0305000924000709 · 2026 · External reference
Unresolved reference
2019 · External reference
Changes in infant directed speech in the first six months
10.1002/icd.445 · 2006 · External reference
The influence of child-directed speech on word learning and comprehension
10.1007/s10936-016-9441-3 · 2017 · External reference
Language matters: Denying the existence of the 30-million-word gap has serious consequences
10.1111/cdev.13128 · 2019 · External reference
The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia
10.1080/10888438.2016.1213266 · 2016 · External reference
Nurture might be nature: Cautionary tales and proposed solutions
10.1038/s41539-020-00079-z · 2021 · External reference
Unresolved reference
2017 · External reference
Breaking the language barrier: An emergentist coalition model for the origins of word learning
10.1111/1540-5834.00090 · 2003 · External reference
Sources of variability in children’s language growth
10.1016/j.cogpsych.2010.08.002 · 2010 · External reference
Enhancing children’s print and word awareness through home-based parent intervention
10.1044/1058-0360.0903.257 · 2000 · External reference
Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading
10.1037/0012-1649.44.3.855 · 2008 · External reference
10.1038/s41598-018-32150-6
10.1038/s41598-018-32150-6 · External reference
Unresolved reference
2004 · External reference
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
10.1037/dev0001167 · 2021 · External reference
The real power of parental reading aloud: Exploring the affective and attentional dimensions
10.1177/000494411205600305 · 2012 · External reference
Opportunities to talk matter in shared reading: The mediating roles of children’s engagement and verbal participation in narrative listening comprehension
10.1080/10409289.2023.2188865 · 2023 · External reference
Rethinking prosody production in Autism: Nuanced insights from individual differences and network analysis approaches
10.1044/2025_jslhr-24-00690 · 2026 · External reference
Parent-child nonverbal engagement during spoken versus sung book-sharing in preschoolers with and without autism
10.1177/03057356211058781 · 2022 · External reference
Word learning in infant-and adult-directed speech
10.1080/15475441.2011.579839 · 2011 · External reference
A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children
10.1598/rrq.43.4.2 · 2008 · External reference
The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children
10.1044/0161-1461(2012/11-0073) · 2013 · External reference
The words children hear: Picture books and the statistics for language learning
10.1177/0956797615594361 · 2015 · External reference
Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading
10.1007/bf03173463 · 2007 · External reference
How the prosodic cues in motherese might assist language learning
10.1017/s030500090001343x · 1989 · External reference
Understanding why infant-directed speech supports learning: A dynamic attention perspective
10.1016/j.dr.2022.101047 · 2022 · External reference
The moment-to-moment pitch dynamics of child-directed speech shape toddlers’ attention and learning
10.1111/desc.12997 · 2021 · External reference
The impact of interactive shared book reading on children’s language skills: A randomized controlled trial
10.1044/2020_jslhr-19-00288 · 2020 · External reference
Prosodic markers of text structure
1999 · External reference
Assessing shared reading in families at risk: Does quantity predict quality?
10.1044/2022_ajslp-22-00013 · 2022 · External reference
SPSS and SAS procedures for estimating indirect effects in simple mediation models
10.3758/bf03206553 · 2004 · External reference
Unresolved reference
External reference
Parents’ hyper-pitch and low vowel category variability in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary
2022 · External reference
A longitudinal investigation of the acoustic properties of infant-directed speech from 6 to 18 months
10.1098/rsos.240572 · 2024 · External reference
Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill
10.1017/s0305000907008343 · 2008 · External reference
Understanding socioeconomic differences in parents’ speech to children
10.1111/cdep.12271 · 2018 · External reference
Reading expressiveness: The neglected aspect of reading fluency
2012 · External reference
Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers
10.1037/0022-0663.96.1.119 · 2004 · External reference
Mediation in experimental and nonexperimental studies: New procedures and recommendations
10.1037/1082-989x.7.4.422 · 2002 · External reference
Infants’ listening preferences: Baby talk or happy talk?
10.1207/s15327078in0303_5 · 2002 · External reference
Effects of prosodic and lexical constraints on parsing in young children (and adults)
10.1016/j.jml.2007.08.001 · 2008 · External reference
Does prosody make the difference? A meta-analysis on relations between prosodic aspects of infant-directed speech and infant outcomes
10.1016/j.dr.2016.12.001 · 2017 · External reference
Reading aloud to young children as a classroom instructional activity: Insights from research practice
2003 · External reference
Generating expressive speech for storytelling applications
2006 · External reference
Infant‐directed speech facilitates word segmentation
10.1207/s15327078in0701_5 · 2005 · External reference
Do young children have adult syntactic competence?
10.1016/s0010-0277(99)00069-4 · 2000 · External reference
Shared interactive book reading interventions for young children with disabilities: A systematic review
10.1044/2021_ajslp-20-00401 · 2021 · External reference
The read-aloud handbook
2006 · External reference
Why are home literacy environment and children’s reading skills associated? What parental skills reveal
10.1002/rrq.160 · 2017 · External reference
Prosodic competence as the missing component of reading processes across languages: Theory, evidence and future research
10.1080/10888438.2021.1995390 · 2022 · External reference
How socioeconomic differences in early language environments shape children’s language development
2018 · External reference
Unresolved reference
2020 · External reference
Is reading prosody related to reading comprehension? A meta-analysis
10.1080/10888438.2020.1850733 · 2022 · External reference
Unresolved reference
2011 · External reference
Dialogic reading: A shared picture book reading intervention for preschoolers
2003 · External reference
10.1044/2024_jslhr-24-00623
10.1044/2024_jslhr-24-00623 · External reference
Changes in infant directed speech in the first six months
10.1002/icd.445 · ExternalCitation · doi-reference
Why are home literacy environment and children’s reading skills associated? What parental skills reveal
10.1002/rrq.160 · ExternalCitation · doi-reference
Prosody and language comprehension
10.1002/wcs.1355 · ExternalCitation · doi-reference
Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading
10.1007/bf03173463 · ExternalCitation · doi-reference
The influence of child-directed speech on word learning and comprehension
10.1007/s10936-016-9441-3 · ExternalCitation · doi-reference
Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills
10.1007/s11145-012-9382-7 · ExternalCitation · doi-reference
Sources of variability in children’s language growth
10.1016/j.cogpsych.2010.08.002 · ExternalCitation · doi-reference
Does prosody make the difference? A meta-analysis on relations between prosodic aspects of infant-directed speech and infant outcomes
10.1016/j.dr.2016.12.001 · ExternalCitation · doi-reference
Understanding why infant-directed speech supports learning: A dynamic attention perspective
10.1016/j.dr.2022.101047 · ExternalCitation · doi-reference
Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
10.1016/j.jecp.2020.105017 · ExternalCitation · doi-reference
Effects of prosodic and lexical constraints on parsing in young children (and adults)
10.1016/j.jml.2007.08.001 · ExternalCitation · doi-reference
Do young children have adult syntactic competence?
10.1016/s0010-0277(99)00069-4 · ExternalCitation · doi-reference
How the prosodic cues in motherese might assist language learning
10.1017/s030500090001343x · ExternalCitation · doi-reference
Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill
10.1017/s0305000907008343 · ExternalCitation · doi-reference
Prosodic variation between contexts in infant-directed speech
10.1017/s0305000924000709 · ExternalCitation · doi-reference
Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia
10.1017/s0954579416000134 · ExternalCitation · doi-reference
Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading
10.1037/0012-1649.44.3.855 · ExternalCitation · doi-reference
Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers
10.1037/0022-0663.96.1.119 · ExternalCitation · doi-reference
Mediation in experimental and nonexperimental studies: New procedures and recommendations
10.1037/1082-989x.7.4.422 · ExternalCitation · doi-reference
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
10.1037/dev0001167 · ExternalCitation · doi-reference
Nurture might be nature: Cautionary tales and proposed solutions
10.1038/s41539-020-00079-z · ExternalCitation · doi-reference
A systematic review and bayesian meta-analysis of the acoustic features of infant-directed speech
10.1038/s41562-022-01452-1 · ExternalCitation · doi-reference
10.1038/s41598-018-32150-6
10.1038/s41598-018-32150-6 · ExternalCitation · doi-reference
The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children
10.1044/0161-1461(2012/11-0073) · ExternalCitation · doi-reference
Enhancing children’s print and word awareness through home-based parent intervention
10.1044/1058-0360.0903.257 · ExternalCitation · doi-reference
The impact of interactive shared book reading on children’s language skills: A randomized controlled trial
10.1044/2020_jslhr-19-00288 · ExternalCitation · doi-reference
Shared interactive book reading interventions for young children with disabilities: A systematic review
10.1044/2021_ajslp-20-00401 · ExternalCitation · doi-reference
Assessing shared reading in families at risk: Does quantity predict quality?
10.1044/2022_ajslp-22-00013 · ExternalCitation · doi-reference
Effects of cognitive stress on voice acoustics in individuals with hyperfunctional voice disorders
10.1044/2022_ajslp-22-00204 · ExternalCitation · doi-reference
10.1044/2024_jslhr-24-00623
10.1044/2024_jslhr-24-00623 · ExternalCitation · doi-reference
Caregiver self-efficacy in relation to caregivers’ history of language and reading difficulties and children’s shared reading experiences
10.1044/2024_lshss-23-00067 · ExternalCitation · doi-reference
Rethinking prosody production in Autism: Nuanced insights from individual differences and network analysis approaches
10.1044/2025_jslhr-24-00690 · ExternalCitation · doi-reference
Caregiver oral reading prosody is associated with preschoolers’ storybook listening comprehension
10.1044/2025_jslhr-25-00313 · ExternalCitation · doi-reference
Acoustic correlates of information structure
10.1080/01690965.2010.504378 · ExternalCitation · doi-reference
Opportunities to talk matter in shared reading: The mediating roles of children’s engagement and verbal participation in narrative listening comprehension
10.1080/10409289.2023.2188865 · ExternalCitation · doi-reference
Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension
10.1080/10888438.2013.864658 · ExternalCitation · doi-reference
The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia
10.1080/10888438.2016.1213266 · ExternalCitation · doi-reference
Is reading prosody related to reading comprehension? A meta-analysis
10.1080/10888438.2020.1850733 · ExternalCitation · doi-reference
Prosodic competence as the missing component of reading processes across languages: Theory, evidence and future research
10.1080/10888438.2021.1995390 · ExternalCitation · doi-reference
Word learning in infant-and adult-directed speech
10.1080/15475441.2011.579839 · ExternalCitation · doi-reference
Prosody in context: A review
10.1080/23273798.2014.963130 · ExternalCitation · doi-reference
A longitudinal investigation of the acoustic properties of infant-directed speech from 6 to 18 months
10.1098/rsos.240572 · ExternalCitation · doi-reference
Development of reading prosody in school-age Spanish children: A longitudinal study
10.1111/1467-9817.12286 · ExternalCitation · doi-reference
Breaking the language barrier: An emergentist coalition model for the origins of word learning
10.1111/1540-5834.00090 · ExternalCitation · doi-reference
Understanding socioeconomic differences in parents’ speech to children
10.1111/cdep.12271 · ExternalCitation · doi-reference
Language matters: Denying the existence of the 30-million-word gap has serious consequences
10.1111/cdev.13128 · ExternalCitation · doi-reference
The moment-to-moment pitch dynamics of child-directed speech shape toddlers’ attention and learning
10.1111/desc.12997 · ExternalCitation · doi-reference
The real power of parental reading aloud: Exploring the affective and attentional dimensions
10.1177/000494411205600305 · ExternalCitation · doi-reference
Parent-child nonverbal engagement during spoken versus sung book-sharing in preschoolers with and without autism
10.1177/03057356211058781 · ExternalCitation · doi-reference
The words children hear: Picture books and the statistics for language learning
10.1177/0956797615594361 · ExternalCitation · doi-reference
Infants’ listening preferences: Baby talk or happy talk?
10.1207/s15327078in0303_5 · ExternalCitation · doi-reference
Infant‐directed speech facilitates word segmentation
10.1207/s15327078in0701_5 · ExternalCitation · doi-reference
A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children
10.1598/rrq.43.4.2 · ExternalCitation · doi-reference
Test complexity and oral reading prosody in young readers
10.1598/rrq.45.4.2 · ExternalCitation · doi-reference
Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy
10.3102/00346543065001001 · ExternalCitation · doi-reference
SPSS and SAS procedures for estimating indirect effects in simple mediation models
10.3758/bf03206553 · ExternalCitation · doi-reference
