Abstract
No public abstract is available from the verified source records.
Kelsey E. Davison, Helen Gray-Bauer, Talia Liu, Juliana Ronderos, Jennifer Zuk
Abstract
Authors
Institutions
No local reference links have been materialized yet.
No local citing links have been materialized yet.
Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension
10.1080/10888438.2013.864658 · 2014
Development of reading prosody in school-age Spanish children: A longitudinal study
10.1111/1467-9817.12286 · 2020
Test complexity and oral reading prosody in young readers
10.1598/rrq.45.4.2 · 2010
Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills
10.1007/s11145-012-9382-7 · 2013
Unresolved referenced work
Kept as external metadata until matched
Acoustic correlates of information structure
10.1080/01690965.2010.504378 · 2010
Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy
10.3102/00346543065001001 · 1995
During: Instruction [Intentional read aloud]
2026
Prosody in context: A review
10.1080/23273798.2014.963130 · 2015
A systematic review and bayesian meta-analysis of the acoustic features of infant-directed speech
Provenance
crossref
Confidence 100%
ror
Confidence 99%
openalex
Confidence 95%
datacite
Confidence 0%
10.1038/s41562-022-01452-1 · 2023
Prosody and language comprehension
10.1002/wcs.1355 · 2015
Effects of cognitive stress on voice acoustics in individuals with hyperfunctional voice disorders
10.1044/2022_ajslp-22-00204 · 2023
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
Caregiver oral reading prosody is associated with preschoolers’ storybook listening comprehension
10.1044/2025_jslhr-25-00313 · 2025
Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
10.1016/j.jecp.2020.105017 · 2021
Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input
2019
Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia
10.1017/s0954579416000134 · 2017
Prosodic variation between contexts in infant-directed speech
10.1017/s0305000924000709 · 2026
Unresolved referenced work
2019
Changes in infant directed speech in the first six months
10.1002/icd.445 · 2006
The influence of child-directed speech on word learning and comprehension
10.1007/s10936-016-9441-3 · 2017
Language matters: Denying the existence of the 30-million-word gap has serious consequences
10.1111/cdev.13128 · 2019
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
Nurture might be nature: Cautionary tales and proposed solutions
10.1038/s41539-020-00079-z · 2021
Unresolved referenced work
2017
Breaking the language barrier: An emergentist coalition model for the origins of word learning
10.1111/1540-5834.00090 · 2003
Sources of variability in children’s language growth
10.1016/j.cogpsych.2010.08.002 · 2010
Enhancing children’s print and word awareness through home-based parent intervention
10.1044/1058-0360.0903.257 · 2000
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
10.1038/s41598-018-32150-6
10.1038/s41598-018-32150-6
Unresolved referenced work
2004
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
10.1037/dev0001167 · 2021
The real power of parental reading aloud: Exploring the affective and attentional dimensions
10.1177/000494411205600305 · 2012
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
Rethinking prosody production in Autism: Nuanced insights from individual differences and network analysis approaches
10.1044/2025_jslhr-24-00690 · 2026
Parent-child nonverbal engagement during spoken versus sung book-sharing in preschoolers with and without autism
10.1177/03057356211058781 · 2022
Word learning in infant-and adult-directed speech
10.1080/15475441.2011.579839 · 2011
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
The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children
10.1044/0161-1461(2012/11-0073) · 2013
The words children hear: Picture books and the statistics for language learning
10.1177/0956797615594361 · 2015
10.1044/2024_jslhr-24-00623
10.1044/2024_jslhr-24-00623 · doi-reference
Is reading prosody related to reading comprehension? A meta-analysis
10.1080/10888438.2020.1850733 · doi-reference
Prosodic competence as the missing component of reading processes across languages: Theory, evidence and future research
10.1080/10888438.2021.1995390 · doi-reference
Why are home literacy environment and children’s reading skills associated? What parental skills reveal
10.1002/rrq.160 · doi-reference
Shared interactive book reading interventions for young children with disabilities: A systematic review
10.1044/2021_ajslp-20-00401 · doi-reference
Do young children have adult syntactic competence?
10.1016/s0010-0277(99)00069-4 · 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 · doi-reference
Effects of prosodic and lexical constraints on parsing in young children (and adults)
10.1016/j.jml.2007.08.001 · doi-reference
Infants’ listening preferences: Baby talk or happy talk?
10.1207/s15327078in0303_5 · doi-reference
Mediation in experimental and nonexperimental studies: New procedures and recommendations
10.1037/1082-989x.7.4.422 · 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 · doi-reference
Understanding socioeconomic differences in parents’ speech to children
10.1111/cdep.12271 · doi-reference
Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill
10.1017/s0305000907008343 · doi-reference
A longitudinal investigation of the acoustic properties of infant-directed speech from 6 to 18 months
10.1098/rsos.240572 · doi-reference
SPSS and SAS procedures for estimating indirect effects in simple mediation models
10.3758/bf03206553 · doi-reference
Assessing shared reading in families at risk: Does quantity predict quality?
10.1044/2022_ajslp-22-00013 · doi-reference
Infant‐directed speech facilitates word segmentation
10.1207/s15327078in0701_5 · doi-reference
The impact of interactive shared book reading on children’s language skills: A randomized controlled trial
10.1044/2020_jslhr-19-00288 · doi-reference
The moment-to-moment pitch dynamics of child-directed speech shape toddlers’ attention and learning
10.1111/desc.12997 · doi-reference
Understanding why infant-directed speech supports learning: A dynamic attention perspective
10.1016/j.dr.2022.101047 · doi-reference
How the prosodic cues in motherese might assist language learning
10.1017/s030500090001343x · doi-reference
Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading
10.1007/bf03173463 · doi-reference
The words children hear: Picture books and the statistics for language learning
10.1177/0956797615594361 · doi-reference
The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children
10.1044/0161-1461(2012/11-0073) · 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 · doi-reference
Word learning in infant-and adult-directed speech
10.1080/15475441.2011.579839 · doi-reference
Parent-child nonverbal engagement during spoken versus sung book-sharing in preschoolers with and without autism
10.1177/03057356211058781 · doi-reference
Rethinking prosody production in Autism: Nuanced insights from individual differences and network analysis approaches
10.1044/2025_jslhr-24-00690 · 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 · doi-reference
The real power of parental reading aloud: Exploring the affective and attentional dimensions
10.1177/000494411205600305 · doi-reference
What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
10.1037/dev0001167 · doi-reference
10.1038/s41598-018-32150-6
10.1038/s41598-018-32150-6 · 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 · doi-reference
Enhancing children’s print and word awareness through home-based parent intervention
10.1044/1058-0360.0903.257 · doi-reference
Sources of variability in children’s language growth
10.1016/j.cogpsych.2010.08.002 · doi-reference
Breaking the language barrier: An emergentist coalition model for the origins of word learning
10.1111/1540-5834.00090 · doi-reference
Nurture might be nature: Cautionary tales and proposed solutions
10.1038/s41539-020-00079-z · 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 · doi-reference
Language matters: Denying the existence of the 30-million-word gap has serious consequences
10.1111/cdev.13128 · doi-reference
The influence of child-directed speech on word learning and comprehension
10.1007/s10936-016-9441-3 · doi-reference