Abstract
Purpose Characterize and compare melodic variation and reading speed and verify their evolution throughout the development of schooling. Methods The reading of 78 Elementary School (2nd to 5th grade) students was analyzed using the Praat program with regards to the parameters of melodic variation (F0) and reading speed (Duration). Statistical measures (mean and standard deviation) were taken and the Student´s t-test was applied at significance level of 5%. Results Melodic variation and reading speed increased as schooling progressed, especially during 5th grade. Conclusion Melodic variation increases as schooling progresses, mainly during 5th grade. First minute of reading analysis is sufficient to assess reading speed, not being necessary to analyze the full text.
Highlights
Research on reading fluency and its relationship with school development has been growing over the years, and the oral reading fluency is an important tool to monitor this evolution[1]
Intensity refers to the amount of energy present in the vibratory movement, and it is represented by dB; melodic variation is a recurring measure that characterizes the melodic curve, and is associated with fundamental frequency (F0), which is described as the mean frequency of vocal fold vibration and is represented by Hz[2]; the temporal organization of speech includes pause, elocution time, and total articulation time, and through these measures it is possible to obtain others, such as the rates of speech and reading[2,3]
In a study involving children with dyslexia and a control group, prosodic aspects were compared in the reading of such children, including the aspects of melodic variation
Summary
Research on reading fluency and its relationship with school development has been growing over the years, and the oral reading fluency is an important tool to monitor this evolution[1]. From the values obtained by the rates of elocution and articulation, slower reading speed and slowness in the production of each articulatory gesture were observed in children with dyslexia compared with those of children in the control group. This slowness reflects in the characteristics of melodic variation[4]. Considering melodic variation and reading speed as prosodic parameters determining for reading fluency, the present study aims to characterize and compare the reading of Elementary School (2nd to 5th grade) students in relation to the aforementioned aspects and to verify their evolution throughout the schooling years
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