Home > Research > Publications & Outputs > Sensorimotor Control of Speech and Children’s R...

Research

Associated organisational unit

Links

Text available via DOI:

View graph of relations

Sensorimotor Control of Speech and Children’s Reading Ability

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Sensorimotor Control of Speech and Children’s Reading Ability. / Bunt, Mark R. van den; Groen, Margriet A.; Frost, Steve et al.

In: Scientific Studies of Reading, Vol. 22, No. 6, 2018, p. 503-516.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Bunt, MRVD, Groen, MA, Frost, S, Lau, A, Preston, JL, Gracco, VL, Pugh, KR & Verhoeven, LTW 2018, 'Sensorimotor Control of Speech and Children’s Reading Ability', Scientific Studies of Reading, vol. 22, no. 6, pp. 503-516. https://doi.org/10.1080/10888438.2018.1491583

APA

Bunt, M. R. V. D., Groen, M. A., Frost, S., Lau, A., Preston, J. L., Gracco, V. L., Pugh, K. R., & Verhoeven, L. T. W. (2018). Sensorimotor Control of Speech and Children’s Reading Ability. Scientific Studies of Reading, 22(6), 503-516. https://doi.org/10.1080/10888438.2018.1491583

Vancouver

Bunt MRVD, Groen MA, Frost S, Lau A, Preston JL, Gracco VL et al. Sensorimotor Control of Speech and Children’s Reading Ability. Scientific Studies of Reading. 2018;22(6):503-516. Epub 2018 Jul 17. doi: 10.1080/10888438.2018.1491583

Author

Bunt, Mark R. van den ; Groen, Margriet A. ; Frost, Steve et al. / Sensorimotor Control of Speech and Children’s Reading Ability. In: Scientific Studies of Reading. 2018 ; Vol. 22, No. 6. pp. 503-516.

Bibtex

@article{ad99797740b845bb849bfb9321af4e2f,
title = "Sensorimotor Control of Speech and Children{\textquoteright}s Reading Ability",
abstract = "Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound mappings. There were 236 American and Dutch children, 4 to 8 years old, who performed an altered auditory feedback task in which the first formant of the /ɛ/ vowel was altered. A stronger response to altered feedback for literate relative to preliterate children was observed, and this was particularly the case for the Dutch children. Moreover, the magnitude of the responses was related to precursors of reading in preliterate children and to reading skill in literate children. We propose that these findings could be related to changes in children's speech production skills that facilitate the integration of orthographic and phonemic information. ",
author = "Bunt, {Mark R. van den} and Groen, {Margriet A.} and Steve Frost and Airey Lau and Preston, {Jonathan L.} and Gracco, {Vincent L.} and Pugh, {Kenneth R.} and Verhoeven, {Ludo T. W.}",
year = "2018",
doi = "10.1080/10888438.2018.1491583",
language = "English",
volume = "22",
pages = "503--516",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Sensorimotor Control of Speech and Children’s Reading Ability

AU - Bunt, Mark R. van den

AU - Groen, Margriet A.

AU - Frost, Steve

AU - Lau, Airey

AU - Preston, Jonathan L.

AU - Gracco, Vincent L.

AU - Pugh, Kenneth R.

AU - Verhoeven, Ludo T. W.

PY - 2018

Y1 - 2018

N2 - Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound mappings. There were 236 American and Dutch children, 4 to 8 years old, who performed an altered auditory feedback task in which the first formant of the /ɛ/ vowel was altered. A stronger response to altered feedback for literate relative to preliterate children was observed, and this was particularly the case for the Dutch children. Moreover, the magnitude of the responses was related to precursors of reading in preliterate children and to reading skill in literate children. We propose that these findings could be related to changes in children's speech production skills that facilitate the integration of orthographic and phonemic information.

AB - Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound mappings. There were 236 American and Dutch children, 4 to 8 years old, who performed an altered auditory feedback task in which the first formant of the /ɛ/ vowel was altered. A stronger response to altered feedback for literate relative to preliterate children was observed, and this was particularly the case for the Dutch children. Moreover, the magnitude of the responses was related to precursors of reading in preliterate children and to reading skill in literate children. We propose that these findings could be related to changes in children's speech production skills that facilitate the integration of orthographic and phonemic information.

U2 - 10.1080/10888438.2018.1491583

DO - 10.1080/10888438.2018.1491583

M3 - Journal article

VL - 22

SP - 503

EP - 516

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 6

ER -