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The natural rhythm and inflection of language offer multiple and authentic ways for music teachers to connect their curriculum with learning in English Language Arts (ELA). While still addressing the National Core Arts Standards, music teachers can connect with ELA skills such as reading, writing, and speaking-listening. In this article, we explore these interdisciplinary intersections and suggest ways in which music teachers can meaningfully and effectively design instruction for authentic integration throughout the K-8 grades. Our focus is to promote integrated music education as a form of professional learning for music teachers. By designing multimodal activities that focus on standards-based learning outcomes, they can also support student success across the curriculum.

Successful language learning in bilinguals requires the differentiation of two language systems. The capacity to discriminate rhythmically close languages has been reported in 4-month-olds using auditory-only stimuli. This research offers a novel perspective on early language discrimination using audiovisual material. Monolingual and bilingual infants were first habituated to a face talking in the participants' native language (or the more frequent language in bilingual contexts) and then tested on two successive language switches by the same speaker, with a close and a distant language. Code-switching exposure was indexed from parental questionnaires. Results revealed that while monolinguals could detect both the close- and distant-language switch, bilinguals only reacted to the distant language, regardless of home code-switching experience. In the temporal dimension, the analyses showed that language switch detection required at least 10 s, suggesting that the audiovisual presentation (here the same speaker switching languages) slowed down or even hindered the language switch detection. These results suggest that the detection of a multimodal close-language switch is a challenging task, especially for bilingual infants exposed to phonologically and rhythmically close languages. The current research sets the ground for further studies exploring the role of indexical cues and selective attention processes on language switch detection.

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor's beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor's purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor's gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor's use of beat gestures increased learners' accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning.

It is known that the rhythms of speech are visible on the face, accurately mirroring changes in the vocal tract. These low-frequency visual temporal movements are tightly correlated with speech output, and both visual speech (e.g., mouth motion) and the acoustic speech amplitude envelope entrain neural oscillations. Low-frequency visual temporal information ('visual prosody') is known from behavioural studies to be perceived by infants, but oscillatory studies are currently lacking. Here we measure cortical tracking of low-frequency visual temporal information by 5- and 8-month-old infants using a rhythmic speech paradigm (repetition of the syllable 'ta' at 2 Hz). Eye-tracking data were collected simultaneously with EEG, enabling computation of cortical tracking and phase angle during visual-only speech presentation. Significantly higher power at the stimulus frequency indicated that cortical tracking occurred across both ages. Further, individual differences in preferred phase to visual speech related to subsequent measures of language acquisition. The difference in phase between visual-only speech and the same speech presented as auditory-visual at 6- and 9-months was also examined. These neural data suggest that individual differences in early language acquisition may be related to the phase of entrainment to visual rhythmic input in infancy.

In many domains, learners extract recurring units from continuous sequences. For example, in unknown languages, fluent speech is perceived as a continuous signal. Learners need to extract the underlying words from this continuous signal and then memorize them. One prominent candidate mechanism is statistical learning, whereby learners track how predictive syllables (or other items) are of one another. Syllables within the same word predict each other better than syllables straddling word boundaries. But does statistical learning lead to memories of the underlying words--or just to pairwise associations among syllables? Electrophysiological results provide the strongest evidence for the memory view. Electrophysiological responses can be time-locked to statistical word boundaries (e.g., N400s) and show rhythmic activity with a periodicity of word durations. Here, I reproduce such results with a simple Hebbian network. When exposed to statistically structured syllable sequences (and when the underlying words are not excessively long), the network activation is rhythmic with the periodicity of a word duration and activation maxima on word-final syllables. This is because word-final syllables receive more excitation from earlier syllables with which they are associated than less predictable syllables that occur earlier in words. The network is also sensitive to information whose electrophysiological correlates were used to support the encoding of ordinal positions within words. Hebbian learning can thus explain rhythmic neural activity in statistical learning tasks without any memory representations of words. Learners might thus need to rely on cues beyond statistical associations to learn the words of their native language.

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance.

Rhythm metrics can detect second language development of target-like speech rhythm but interpretation of the results from metrics in learners' speech is problematic because the mapping of metrics to underpinning phonological features is indirect. We investigate speech rhythm in first language (L1) Arabic / second language (L2) English, which differ in key properties contributing to the percept of rhythm: unstressed vowel reduction and syllable structure. Our production data are interpreted using additional measures, of stressed and unstressed vowels and of consonant cluster realization, alongside standard rhythm metrics; this combination facilitates disambiguation of competing interpretations of the metric results. The findings confirm the importance of using multiple rhythm metrics to study L2 speech rhythm and demonstrate how simple additional measures can guide interpretation of their results. In this study the metrics results showed that the speech produced by the L2 speakers, regardless of their length of residence in the UK, exhibited lower vocalic durational variability than the speech produced by the native Arabic and English speakers. However, closer inspection of the degree of vowel reduction by the native and nonnative groups confirms that no single metric captures the complex nature of the observed L2 rhythm patterns. Future L2 studies are advised not to draw firm conclusions about the degree of vowel reduction and consonant cluster realization in L2 speech based solely on the results of the rhythm metrics.

The study aimed at investigating the effects of autonomous pronunciation learning using AI as well as the experiences of autonomous pronunciation learning using AI by higher level students. Explanatory sequential mixed-method research using both quantitative and qualitative methods was employed within thirty-two students from Universitas PGRI Semarang's first-year students serving as the sample. Assessments, interviews, and an evaluation of instructional materials were used as the instruments. Through pre- and post-testing, quantitative analysis was used to evaluate the students' pronunciation proficiency. Quantitative data analysis was done using SPSS. However, a qualitative analysis was used to review the interview. To bolster the findings of the tests, it was descriptively examined. After the treatments using an AI based application named ELSA, there was a significant correlation between the use of AI and autonomous pronunciation learning. However, ELSA has certain shortcomings. It appears to be primarily concerned with segmental than suprasegmental features. Only intonation is available from among all the features offered to practice suprasegmental features. While students found it difficult to emphasize words, there is no other practice for suprasegmental qualities. In reality, the ELSA website states that its curriculum covers core English skills such as word stress, intonation, rhythm, listening, and conversation. As a result, the ELSA creator may take this criticism into consideration as they continue to improve their product. It implies that the creator is responsive to the concerns or suggestions of their customers or users, which can contribute to the ongoing development and success of the product.

Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in their pedagogical practices. The results reveal that despite recognizing numerous advantages and deeming signed rhyme and rhythm as essential for deaf children's development, these teachers perceive themselves as lacking adequate knowledge and preparation to effectively incorporate this approach in their classrooms. To address this gap, professional development opportunities should be provided to develop knowledge and confidence in teachers, empowering them to effectively implement signed rhyme and rhythm with deaf children.

The prevalent "core phonological deficit" model of dyslexia proposes that the reading and spelling difficulties characterizing affected children stem from prior developmental difficulties in processing speech sound structure, for example, perceiving and identifying syllable stress patterns, syllables, rhymes and phonemes. Yet spoken word production appears normal. This suggests an unexpected disconnect between speech input and speech output processes. Here we investigated the output side of this disconnect from a speech rhythm perspective by measuring the speech amplitude envelope (AE) of multisyllabic spoken phrases. The speech AE contains crucial information regarding stress patterns, speech rate, tonal contrasts and intonational information. We created a novel computerized speech copying task in which participants copied aloud familiar spoken targets like "Aladdin." Seventy-five children with and without dyslexia were tested, some of whom were also receiving an oral intervention designed to enhance multi-syllabic processing. Similarity of the child's productions to the target AE was computed using correlation and mutual information metrics. Similarity of pitch contour, another acoustic cue to speech rhythm, was used for control analyses. Children with dyslexia were significantly worse at producing the multi-syllabic targets as indexed by both similarity metrics for computing the AE. However, children with dyslexia were not different from control children in producing pitch contours. Accordingly, the spoken production of multisyllabic phrases by children with dyslexia is atypical regarding the AE. Children with dyslexia may not appear to listeners to exhibit speech production difficulties because their pitch contours are intact.

This paper considers reading a hermeneutical co-respondence with understanding's becoming. It describes how understanding's plurality is caught up in the dialogical interplay of reading, rhetoric, and rhythm characteristic of hermeneutic engagement. Reading positions a reader in relationship with a text seeking participation in the matter under consideration. As such, its potential for creating new understanding lies in a reader's ability to attend to unfamiliar forms of expression and engage with the speculative nature of sense and sense-making. Rather than reduce hermeneutic practice to an unmoored relativism, reading hermeneutically fosters a radical responsibility that comes with the uncertain and difficult labor of speculative thinking.

Purpose: Developmental language disorder (DLD) is a multifaceted disorder. Recently, interest has grown in prosodic aspects of DLD, but most investigations of possible prosodic causes focus on speech perception tasks. Here, we focus on speech production from a speech amplitude envelope (AE) perspective. Perceptual studies have indicated a role for difficulties in AE processing in DLD related to sensory/neural processing of prosody. We explore possible matching AE difficulties in production. Method: Fifty-seven children with and without DLD completed a computerized imitation task, copying aloud 30 familiar targets such as "alligator." Children with DLD (n = 20) were compared with typically developing children (age-matched controls [AMC], n = 21) and younger language controls (YLC, n = 16). Similarity of the child's productions to the target in terms of the continuous AE and pitch contour was computed using two similarity metrics, correlation, and mutual information. Both the speech AE and the pitch contour contain important information about stress patterning and intonational information over time. Results: Children with DLD showed significantly reduced imitation for both the AE and pitch contour metrics compared to AMC children. The opportunity to repeat the targets had no impact on performance for any group. Word length effects were similar across groups. Conclusions: The spoken production of multisyllabic words by children with DLD is atypical regarding both the AE and the pitch contour. This is consistent with a theoretical explanation of DLD based on impaired sensory/neural processing of low-frequency (slow) amplitude and frequency modulations, as predicted by the temporal sampling theory.

Purpose: Neurogenic speech and language disorders--such as acquired apraxia of speech (AOS) and aphasia with phonemic paraphasia (APP)--are often misdiagnosed due to similarities in clinical presentation. Word syllable duration (WSD)--a measure of average syllable length in multisyllabic words--serves as a proxy for speech rate, which is an important and arguably more objective clinical characteristic of AOS and APP. This study reports stability of WSD over time for speakers with AOS (and aphasia). Method: Twenty-nine participants with AOS and aphasia (11 women and 18 men, M[subscript age] = 53.5 years, SD = 13.3) repeated 30 multisyllabic words (of three-, four-, and five-syllable lengths) on three occasions across 4 weeks. WSDs were calculated for each word and then averaged across each list (i.e., word length), as well as across combined lists (i.e., all 30 words) to yield four WSDs for each participant at each time point. Stability over time was calculated using Friedman's test for the group and using Spearman's rho for the individual level. Effects of time and word length were examined using robust mixed-effects linear regression. Results: Friedman's tests and correlations indicated no significant difference in WSDs across sampling occasions for each word length separately or combined. WSD correlated positively with AOS severity and negatively with intelligibility but was not correlated with aphasia severity. Regression analyses confirmed WSD to be stable over time, while WSD calculated from only five tokens (i.e., WSD-5) was less stable over time. Conclusions: Results indicate that WSD can be a stable measure over time, at the individual and group level, providing support for its use in diagnosis and/or as an outcome measure, both clinically and for research. In general, WSD outperformed WSD-5, suggesting that it may be better to calculate WSD from more than five tokens. Stability of WSD in other populations and suitability for differential diagnosis need to be determined. Currently, differentiating disorders by speaking rate, alone, is not recommended.

This research investigated whether observing beat gesture and hearing contrastive accenting with novel words enhances their learning in early childhood and whether these effects differ by sex in light of sex differences in the pace of language development. Fifty-three 3- to 5-year-old boys and girls learned pairs of novel words with contrasting referents with beat gesture, contrastive accenting, both, or neither. Knowledge of these words was then tested via a referent identification task. Novel word learning did not differ by beat gesture or contrastive accenting, nor did use of these cues to support word learning differ by age. However, 3-year-old boys were better able to identify the referents of novel words learned with rather than without beat gesture, and boys' ability to identify the referents of novel words learned without beat gesture improved from ages 3 to 5 years. By contrast, no such effects of beat gesture on novel word learning by age were observed for girls. These results suggest that, for 3-year-old boys, beat gesture may compensate for difficulty deducing contrast from speech alone, and that their reliance on beat gesture as a cue to contrast decreases as their ability to deduce contrast from speech improves during early childhood. Thus, beat gesture may serve as a visual cue to contrast that scaffolds young children's learning of words with contrasting meanings by supplementing the use of cues to contrast conveyed via speech.

This paper analyzes a few significant differences between Spanish and English in relation to phonological patterns. First, a short introduction is given about these two languages, and it is briefly explained in what linguistic aspects they are similar or different. Then, each of these linguistic features is analyzed in detail, clearly establishing the differences existing between Spanish and English. The specific phonological features that are addressed on this academic paper are vowel and consonant phonemes, diphthongs and triphthongs, as well as word and sentence stress. Furthermore, several pronunciation difficulties for Spanish speakers are discussed. Finally, some didactic implications are considered so that teachers can help their students of either language learn the second one considering important linguistic features.

Phonological awareness (PA) is a word that has recently gained currency in the field of early literacy instruction. There is a large corpus of research on how to teach PA to young language learners. In spite of these relevant data, there is a dearth of literacy information on PA in Arabic, especially targeting Saudi students. The focus of this discussion is to describe how to introduce phonological awareness activities into the curriculum to benefit kindergarten-aged Arabic speakers in Saudi Arabia. In addition, this research review describes PA abilities and the significance of rhymes, rhythms, and syllables. Finally, this paper will also provide examples illustrating how Saudi teachers may use the holistic language theory (i.e., whole language approach) to implement PA through the use of games, songs, and storyboards comprised of rhymes, rhythms, and syllables. The implications suggest PA is essential for young Saudi learners' mastery of reading, speaking, and learning Arabic.

Rhythm perception helps young infants find structure in both speech and music. However, it remains unknown whether categorical perception of suprasegmental linguistic rhythm signaled by a co-variation of multiple acoustic cues can be modulated by prior between- (music) and within-domain (language) experience. Here we tested 6-month-old German-learning infants' ability to have a categorical perception of lexical stress, a linguistic prominence signaled through the co-variation of pitch, intensity, and duration. By measuring infants' pupil size, we find that infants as a group fail to perceive co-variation of these acoustic cues as categorical. However, at an individual level, infants with above-average exposure to music and language at home succeeded. Our results suggest that early exposure to music and infant-directed language can boost the categorical perception of prominence.

The present article aims to spur interest in the pedagogical potential of translating musicalized texts, a genre that for a long time has remained on the periphery of Applied Translation Studies. First, it provides a broad overview of the various theoretical perspectives that the academic community has had throughout history on the translation of musicalized texts. Particular attention is drawn to two of the most significant approaches: Low's (2005) "Pentathlon Principle," and Franzon's (2008) five choices in song translation, as well as to some of the most recent didactic proposals that revolve around the translation of this text genre. The article also includes a four-session didactic proposal framed in the course Translation Training V: English-Spanish and Spanish-English offered by the University of the Basque Country (UPV/EHU) that aims to illustrate a potential application of the use of translation of musicalized texts as a teaching tool.

When it comes to paying attention to the suprasegmental features of their speech, most learners of English seem to be unaware that such phenomena as stress, pitch, duration, and pausing can be of great importance regarding mutual intelligibility. Since they carry a considerable weight of establishing an intelligible conversation, it is argued that they should take part in learners' curricula. In this light, the present study is set out to examine the suprasegmental features of a non-native learner and a native speaker, deriving similarities and diversions with regards to the way they operate the suprasegmental features in their speech data. Therefore, the present study analyses and compares some suprasegmental features of the speech data gathered from a Turkish learner of English and a native speaker of American English. In this vein, fifty sentences are read aloud separately by the Turkish learner of English and the native speaker. The similarities and diversion points are presented and analyzed to highlight some recursivities within the dataset. In this way, teachers and learners of English might be informed upon certain points to improve their intelligibility.

Purpose: The purpose of this study was twofold: (1) to determine whether there are speech rhythm differences between preschool-age children who stutter that were eventually diagnosed as persisting (CWS-Per) or recovered (CWS-Rec) and children who do not stutter (CWNS), using empirical spectral analysis and empirical mode decomposition of the speech amplitude envelope; and (2) to determine whether speech rhythm characteristics close to onset are predictive of later persistence. Method: Fifty children (3-4 years of age) participated in the study. Approximately 2-2.5 years after the experimental testing took place, children were assigned to the following groups: CWS-Per (nine boys, one girl), CWS-Rec (18 boys, two girls), and CWNS (18 boys, two girls). All children produced a narrative based on a text-free storybook. From the audio recordings of these narratives, fluent utterances were selected for each child from which seven envelope-based measures were extracted. Group-based differences on each measure as well as predictive analyses were conducted to identify measures that discriminate CWS-Per versus CWS-Rec. Results: CWS-Per were found to have a relatively higher degree of power in suprasyllabic oscillations and greater variability in the timing of syllabic rhythms especially for longer utterances. A logistic regression model using two speech rhythm measures was able to discriminate the eventual outcome of recovery versus persistence, with 80% sensitivity and 75% specificity. Conclusion: Findings suggest that envelope-based speech rhythm measures are a promising approach to assess speech rhythm differences in developmental stuttering, and its potential for identification of children at risk of developing persistent stuttering should be investigated further.

In the conducted field experiment, we explore the intensity of university students' interaction related to the seating arrangement (circle or rows) in pre-service teachers' groups during the reflective practice. We also probe the differences across the various fields of study and evaluate the facilitator's influence on the interaction. We use wearable electronic Sociometric badges 2.0 to measure the interaction intensity (assessed by speech rate and average speaking segment length). We performed a total of 153 repeated measurements on 58 students in 4 different fields of study (Mathematics, Physics, Music, and Civic Education) using a counterbalanced design with a total of four measurements (two in circle and two in rows) in each group. Results of the multilevel modeling analysis indicate more intensive interaction in rows than in circles. However, the findings also indicate significant moderation by the field of study and partially by the extent of facilitator involvement.

Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST's growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.

Purpose: Auditory training has been shown to reduce rater variability in perceptual voice assessment. Because rater variability is also a central issue in the auditory-perceptual assessment of dysarthria, this study sought to determine if training produces a meaningful change in rater reliability, criterion validity, and scaling magnitude of four features: overall speech impairment, articulatory imprecision, monotony, and slow rate. Method: Forty-four nonexperts randomized to training and nontraining listener groups completed a pretest and posttest. Only the former group underwent auditory training between pre- and posttests. For both testing and training, listeners rated samples from speakers with amyotrophic lateral sclerosis (ALS), speakers with Parkinson's disease (PD), and neurologically healthy control speakers using separate visual analog scales (VASs) for each of the four features. Intraclass correlation coefficients were used to compare inter- and intrarater reliability between pre- and posttest for both listener groups. For criterion validity, severity ratings from the two nonexpert listener groups were compared to those of two experienced listeners for all four features. To determine changes in scaling magnitude, raw VAS scores for each feature were compared from pre- to posttest within the two nonexpert listener groups. Scaling changes were also compared between the two listener groups for the pre- and posttest conditions. Results and Conclusions: In the training group, a meaningful improvement in interrater reliability was observed for some features in all three speaker groups, but not in the nontraining group. In contrast, for intrarater reliability, in the nontraining group, a meaningful improvement was observed for many features in all three speaker groups, but only for PD monotony and slow rate in the training group. All ratings from the nonexpert listeners were valid except for monotony. Raw VAS scores did not meaningfully change from pre- to posttest for any of the features, but there was a trend toward lower scores posttraining, mainly for the ALS samples. Modifications to the auditory training paradigm to further improve reliability and validity, along with future goals for optimizing training, are discussed.

OpenCourseWare (OCW) and Massive Open Online Courses (MOOCs) have gained increasing popularity and importance because they greatly expand students' access to university lectures. Although the main component of OCW and MOOC platforms is lectures, their differences may potentially affect the difficulty of academic listening comprehension. This study thus explores the extent to which the differences between OCW and MOOC lectures may affect L2 academic listening comprehension in terms of three affecting factors: academic vocabulary coverage, lexical density, and speech rate. The result shows that both OCW and MOOC lectures have a high academic vocabulary coverage, with many more higher-level academic words appearing in the current MOOC lectures. Moreover, the lexical density and speech rate of MOOC lectures are significantly higher than those of OCW lectures, suggesting that students may need to process denser information delivered at a faster speech rate when viewing MOOC lectures. It is thus concluded that comprehending MOOC lectures may demand higher-level academic listening skills and a larger academic vocabulary size. The findings can provide implications for EAP instruction in terms of using OCW and MOOC lectures as academic listening materials for students with different academic vocabulary knowledge and listening proficiency levels.

Purpose: Rhythm is one procedural mechanism that underlies language and motor skill acquisition and has been implicated in children with childhood apraxia of speech (CAS). The purpose of this study is to investigate manual rhythmic sequencing skills in children with a history of or current CAS (hx/CAS) compared to children with typical development (TD). Method: Thirty-eight children (18 with hx/CAS, 20 with TD), ages 5;0-12;8 (years; months), from across the United States participated in an online study. Participants imitated two rhythms in two different conditions, clapping and tapping. We assessed overall accuracy, mean number of beats, pause marking, and rhythmic sequence variability using the Mann--Whitney U test. Effect sizes were calculated to examine the influence of coordinative complexity on performance. Results: Compared to children with TD, children with hx/CAS marked fewer trials with a pause in both conditions of the easier rhythm and showed lower overall accuracy and more variable rhythmic sequences in both rhythms and conditions. The mean number of beats produced by children with hx/CAS and children with TD did not differ in three out of four rhythms/conditions. Unlike children with TD, children with hx/CAS showed little improvement from clapping to tapping across most dependent measures; reducing coordination demands did not improve performance in children with hx/CAS. Conclusions: We found that children with hx/CAS show manual rhythmic deficits that are similar to the deficits they display in speech. These findings provide support for a domain-general cognitive mechanisms account of the rhythmic deficits observed across linguistic and nonlinguistic tasks in children with hx/CAS.

This study tested the effects of hand-clapping to the rhythm of newly learned French words on the pronunciation of these words by 7- to 8-year-old Catalan children. In a short training experiment with a pre- and posttest design, 28 children either repeated cognate words in French (e.g. French "aspirateur," Catalan "aspirador" 'vacuum cleaner') while clapping to the rhythmic structure of those words or only repeated the words. Participants' oral productions before and after training were rated for accentedness by three French native speakers. Results showed that in both groups, participants' pronunciation improved after training, and crucially, children in the clapping group improved significantly more than those in the non-clapping group. Additionally, an acoustic analysis of the duration of word-final vowels indicated that only children in the clapping group significantly lengthened the final vowel after training, thus producing more target-like durational patterns. Our results suggest that a brief embodied intervention based on highlighting the rhythmic structure of words through hand-clapping has the potential to enhance pronunciation in a foreign language. The implications for second language teaching of pronunciation are discussed.

Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control conditions. However, this research has been limited to effects of rhythmic priming on grammaticality judgments. The current study investigated whether regular rhythmic primes could also benefit sentence repetition, a task requiring proficiency in complex syntax--an area of difficultly for children with DLD. Regular rhythmic primes improved sentence repetition performance compared to irregular rhythmic primes in children with DLD and with typical development--an effect that did not occur with a non-linguistic control task. These findings suggest processing overlap for musical rhythm and linguistic syntax, with implications for the use of rhythmic stimulation for treatment of children with DLD in clinical research and practice.

Nonnative speakers of a language are often at a disadvantage in producing extended speech, as they have differing native (L1) phonological systems and rhetorical traditions or little experience in giving talks. Prosody in the form of stress, rhythm, and intonation is a difficult but crucial area needed to master extended speech because prosody interacts with structure to play a key role in conveying meaning (i.e., intelligibility) and easing understanding (i.e., comprehensibility). However, second-language (L2) speakers of English might not effectively produce this rhetorical prosody. While the mechanics of academic writing and grammar are taught to L2 English learners, the rhetorical elements of prosody do not appear to be commonly taught. This article serves as a primer for practitioners of English as a second or foreign language (ESL/EFL), describing how to use outlines as an effective technique to teach rhetorical prosody and structure to learners at the level of high school, university, and beyond.

The present study examined the cross-modal cueing effect of musical rhythmic beats on non-native speech rhythm production. Two groups of Chinese learners of French were cued respectively with rhythmic beats that either matched (matching group) or mismatched (mismatching group) the rhythm patterns of the target French sentences. The participants were asked to produce the target sentences after cueing and their speech production was compared with their baseline condition in which no cueing was used. The results showed that the matching group produced the target French rhythm significantly better after cueing with musical rhythmic beats that matched the French rhythm, in contrast to the mismatching group where no significant improvement was found. Individual differences in auditory short-term memory and rhythmic skills were not related to improvement in producing French rhythm after cueing. The results suggest that musical rhythmic cueing can be used to improve non-native speech rhythm production, further indicating a close link between speech and music in the temporal domain.

Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a "true" control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains.

Purpose: This study examined the extent to which prelingual cochlear implant (CI) users show a slowed speaking rate compared with typical-hearing (TH) talkers when repeating various speech stimuli and whether the slowed speech of CI users relates to their immediate verbal memory. Method: Participants included 10 prelingually deaf teenagers who received CIs before the age of 5 years and 10 age-matched TH teenagers. Participants repeated nonword syllable strings, word strings, and center-embedded sentences, with conditions balanced for syllable length and metrical structure. Participants' digit span forward and backward scores were collected to measure immediate verbal memory. Speaking rate data were analyzed using a mixed-design, repeated-measures analysis of variance, and the relationships between speaking rate and digit spans were evaluated by Pearson correlation. Results: Participants with CIs spoke more slowly than their TH peers during the sentence repetition task but not in the nonword string and word string repetition tasks. For the CI group, significant correlations emerged between speaking rate and digit span scores (both forward and backward) for the sentence repetition task but not for the nonword string or word string repetition task. For the TH group, no significant correlations were found. Conclusions: The findings indicate a relation between slowed speech production, reduced immediate verbal memory, and diminished language capabilities of prelingual CI users, particularly for syntactic processing. These results support theories claiming that immediate memory, including components of a central executive, influences the speaking rate of these talkers. Implications for therapies designed to increase speech fluency in CI recipients are discussed.

Purpose: This study aimed to (a) relate temporal patterning of articulation to functional speech outcomes in neurologically healthy and impaired speakers, (b) identify changes in temporal patterning of articulation in neurologically impaired speakers, and (c) evaluate how these changes can be modulated by speaking rate manipulation. Method: Thirteen individuals with (ALS) and 10 neurologically healthy controls read a sentence 3 times, first at their habitual rate and then at a voluntarily slowed rate. Temporal patterning of articulation was assessed by 24 features characterizing the modulation patterns within (intra) and between (inter) four articulators (tongue tip, tongue body, lower lip, and jaw) at three linguistically relevant, hierarchically nested timescales corresponding to stress, syllable, and onset-rime/phoneme. For Aim 1, the features for the habitual rate condition were factorized and correlated with two functional speech outcomes--speech intelligibility and intelligible speaking rate. For Aims 2 and 3, the features were compared between groups and rate conditions, respectively. Results: For Aim 1, the modulation features combined were moderately to strongly correlated with intelligibility (R[superscript 2] = 0.51-0.53) and intelligible speaking rate (R[superscript 2] = 0.63-0.73). For Aim 2, intra-articulator modulation was impaired in ALS, manifested by moderate-to-large decreases in modulation depth at all timescales and cross-timescale phase synchronization. Interarticulator modulation was relatively unaffected. For Aim 3, voluntary rate reduction improved several intra-articulator modulation features identified as being susceptible to the disease effect in individuals with ALS. Conclusions: Disrupted temporal patterning of articulation, presumably reflecting impaired articulatory entrainment to linguistic rhythms, may contribute to functional speech declines in ALS. These impairments tend to be improved through voluntary rate reduction, possibly by reshaping the temporal template of motor plans to better accommodate the disease-related neuromechanical constraints in the articulatory system. These findings shed light on a novel perspective toward global timing-based motor speech assessment and rehabilitation.

Purpose: The aim of this study was to investigate the speech prosody of postlingually deaf cochlear implant (CI) users compared with control speakers without hearing or speech impairment. Method: Speech recordings of 74 CI users (37 males and 37 females) and 72 age-balanced control speakers (36 males and 36 females) are considered. All participants are German native speakers and read Der Nordwind und die Sonne (The North Wind and the Sun), a standard text in pathological speech analysis and phonetic transcriptions. Automatic acoustic analysis is performed considering pitch, loudness, and duration features, including speech rate and rhythm. Results: In general, duration and rhythm features differ between CI users and control speakers. CI users read slower and have a lower voiced segment ratio compared with control speakers. A lower voiced ratio goes along with a prolongation of the voiced segments' duration in male and with a prolongation of pauses in female CI users. Rhythm features in CI users have higher variability in the duration of vowels and consonants than in control speakers. The use of bilateral CIs showed no advantages concerning speech prosody features in comparison to unilateral use of CI. Conclusions: Even after cochlear implantation and rehabilitation, the speech of postlingually deaf adults deviates from the speech of control speakers, which might be due to changed auditory feedback. We suggest considering changes in temporal aspects of speech in future rehabilitation strategies.

Purpose: This study used a cross-sequential design to identify developmental changes in narrative speech rhythm and intonation. The aim was to provide a robust, clinically relevant characterization of normative changes in speech prosody across the early school-age years. Method: Structured spontaneous narratives were elicited annually from 60 children over a 3-year period. Children were aged 5-7 years at study outset and then were aged 7-9 years at study offset. Articulation rate, prominence spacing, and intonational phrase length and duration were calculated for each narrative to index speech rhythm; measures of pitch variability and pitch range indexed intonation. Linear mixed-effects (LME) models tested for cohort-based and within-subject longitudinal change on the prosodic measures; linear regression was used to test for the simple effect of age-in-months within year on the measures. Results: The LME analyses indicated systematic longitudinal changes in speech rhythm across all measures except phrase duration; there were no longitudinal changes in pitch variability or pitch range across the school-age years. Linear regression results showed an increase in articulation rate with age; there were no systematic differences between age cohorts across years in the study. Conclusions: The results indicate that speech rhythm continues to develop during the school-age years. The results also underscore the very strong relationship between the rate and rhythm characteristics of speech and so suggest an important influence of speech motor skills on rhythm production. Finally, the results on pitch variability and pitch range are interpreted to suggest that these are inadequate measures of typical intonation development during the school-age years.

Purpose: The purpose of this study is to characterize the local (utterance-level) temporal regularities of child-directed speech (CDS) that might facilitate phonological development in Spanish, classically termed a syllable-timed language. Method: Eighteen female adults addressed their 4-year-old children versus other adults spontaneously and also read aloud (CDS vs. adult-directed speech [ADS]). We compared CDS and ADS speech productions using a spectrotemporal model (Leong & Goswami, 2015), obtaining three temporal metrics: (a) distribution of modulation energy, (b) temporal regularity of stressed syllables, and (c) syllable rate. Results: CDS was characterized by (a) significantly greater modulation energy in the lower frequencies (0.5-4 Hz), (b) more regular rhythmic occurrence of stressed syllables, and (c) a slower syllable rate than ADS, across both spontaneous and read conditions. Discussion: CDS is characterized by a robust local temporal organization (i.e., within utterances) with amplitude modulation bands aligning with delta and theta electrophysiological frequency bands, respectively, showing greater phase synchronization than in ADS, facilitating parsing of stress units and syllables. These temporal regularities, together with the slower rate of production of CDS, might support the automatic extraction of phonological units in speech and hence support the phonological development of children.

Vocabulary as an undeniable part of language learning is a main component in communication which requires to be taught in innovative ways. The purpose of this study was to examine the effect of musical mnemonic on vocabulary recalling, and long-term retention of words by young learners. The design of study was experimental. Sixty teenagers from Shokoh Language Institute in small town of Khorramdare, Iran participated in the study. To conduct the study, participants were divided into experimental and control groups. A list of 14 words were harmonized to melody of mentioned song and recorded in a professional studio. Validity of the words were examined by Lawsh CVR (Content Validity Ratio) and CVI (Content Validity Index). The results from Independent T-Tests indicated that experimental group outscored control group. Regarding research questions, it was found that musical mnemonic improves vocabulary recalling of experimental group in comparison to control group. In addition, results related to research questions showed that musical mnemonic help learners better understand words in new contexts. The findings imply that musical mnemonic can improve memory, and comprehension by practicing, and using melodic and rhythmic information.

The traditional focus of English phonetic teaching in China has consistently been on the segmental acquisition, which is mainly highlighting the pronunciation of vowels and consonants, while its suprasegmental knowledge in speech naturalness, coherence and understanding is relatively insufficient. In addition, Chinese students have a serious problem in the rhythm of English language, which is mainly influenced by the characteristics of the syllable-timed in their mother tongue rather than in a stress-timed way. This study reviews the academic works of the nearly 15 years in the development of Chinese prosodic features of English language, giving a better and deeper analysis and appreciation of the suprasegmental phoneme levels of different aspects, such as the fundamental components of English prosody such as stress, rhythm and intonation. This study is hoped to shed light on the prosodic analysis of Chinese English learners' oral proficiency in pronunciation, finding out the insufficiency in prosody of China English, and more importantly to provide effective learning strategy for Chinese English learners and teachers in prosody acquisition, therefore, it might pave the way to the reform of oral English teaching in China.

The paper focuses on the vers libre prosody taking into account the auditory aspect of its oral actualisation. The main hypothesis of the study is that vers libre is constituted with a range of definite stable prosodic features that allow referring it to versification and at the same time to something different from a metered text and prose. Stimuli include written and oral presentations of vers libre. Some prosaic extracts have been analysed to compare them with vers libre. In addition, vers libre has been written as a piece of prose (pseudo-prose) and recited orally by native speakers having RP pronunciation. The prose has been written as vers libre, i.e. divided into lines (pseudo-verse), and cited as a verse. It helps identify the role of prosodic features in constituting vers libre specificity. The authors come to the conclusion that vers libre is correlated with a rather comprehensive set of prosodic features that determine its specificity. The quality of the "poetic speech" is formed by all components of its prosodic structure. The most important poetic features of vers libre are presented by its accent system and rhythmical structure. The accentual features include decentralisation of an accent in free verse lines; the rhythmic dominant on the last ictus in the line; an additional emphasis in polysyllabic words. The typical rhythmic structures in the vers libre are monosyllabic 1/1, disyllabic 2/2, 2/1, three-syllabic 3/2, 3/3 and four-syllablic 4/3 ones. The difference between vers libre and prose is demonstrated mainly by temporal and pausal features.

The article deals with the analysis of the addressee's factor foregrounding in the limerick discourse. The study demonstrates that the limerick discourse is characterised by an addresser-writer's and an addressee-reader/listener's reciprocality via idiosyncratic protagonists portrayed by an addresser-writer. A limerick presents a laconic mini-story that describes a certain comic and ridiculous situation or event that happened in the life of an unconventional character with no less absurd and unexpected outcome. The limerick discourse comprises two types of communication - the one between an addresser-writer and an addressee-reader/listener through the text of the limerick, and the other - dialogues between protagonists. The limerick discourse is marked by a minimum length of phrases, an associative conjecture, varied stylistic devices, which include an irony, a play of words, hyperbole, onomatopoeia, alliteration and others, expressive syntax constructions aimed at producing an anticipated pragmatic effect on an addressee-reader/listener. Socio-cultural, mental stereotypes and an addresser-writer's voiced attitude to the information content are traced clearly in the limerick discourse, though broad context allows various interpretations by an addressee-reader/listener. Besides, rhyme and rhythm play an important part in an addressee's emotional and semantic reception of a limerick. The correct pausation pattern and the right tempo of a limerick enhance an addressee's percipiency.

Encouraging relaxed and playful interaction over stories naturally fosters language interaction and both preliteracy [hereafter (pre)literacy skills] and literacy without anxiety. Reading for pleasure is valuable for young hearing children -- we know that, it is among the most beloved family rituals. In this article we argue that reading for pleasure needs to be recognized as valuable for young deaf children and needs to become a beloved family ritual for them, as well. One way to achieve this is to read ebooks to deaf children in order to advance their communication and other (pre)literacy skills. An exploration of these types of books showed that bilingual-bimodal ebooks are being produced to promote literacy through explicit pedagogical techniques, so adults have to learn specific methods to share the books with the children. As an alternative, we describe the Reading Involves Shared Experience (RISE) project, which produces bimodal-bilingual ebooks. Our analysis discusses how using this approach can advance a range of (pre)literacy skills through playful shared reading with deaf children.

Purpose: Script training is a well-established treatment for aphasia, but its evidence comes almost exclusively from monolingual English speakers with aphasia. Furthermore, its active ingredients and profiles of people with aphasia (PWA) that respond to this treatment remain understudied. This study aimed to adapt a scripted-sentence learning protocol to Colombian Spanish speakers with aphasia, investigate speech entrainment (i.e., unison production of sentences) as an active ingredient for scripted-sentence learning, and identify patient profiles associated with better scripted-sentence learning. Method: Fourteen monolingual Spanish speakers with aphasia learned a set of 30 sentences. To examine speech entrainment as an active ingredient for scripted-sentence learning, we investigated whether sentences containing externally added rhythmic cues (involving stress-aligned vs. metronomic rhythmic cues) would result in better scripted-sentence learning compared with control sentences. Learning was measured via postsession probes and analyzed using mixed-effects logistic regression models. The relationship between scripted-sentence learning and baseline language and rhythmic processing measures was also examined. Results: Significant scripted-sentence learning over time indicated a successful adaptation of a script-training protocol to Spanish. PWA learned significantly more scripted sentences in the rhythmically enhanced conditions compared with the control condition. There were no differences between rhythmically enhanced conditions (stress-aligned vs. metronomic). In terms of patient profiles, it was found that PWA with more severe aphasia demonstrated larger learning gains, but rhythmic processing showed little association with learning estimates. Conclusions: To our knowledge, this study provides the first adaptation of a scripted-sentence learning protocol for monolingual Spanish speakers with aphasia, demonstrating cross-linguistic benefits of script training interventions. Highlighting rhythmic features during speech entrainment facilitated scripted-sentence learning in Spanish speakers with aphasia, suggesting that speech entrainment may be an active ingredient for scripted-sentence learning. More severe aphasia was associated with better scripted-sentence learning, suggesting that more severely impaired individuals are likely to benefit most from this treatment.

Purpose: Humans have a near-automatic tendency to entrain their motor actions to rhythms in the environment. Entrainment has been hypothesized to play an important role in processing naturalistic stimuli, such as speech and music, which have intrinsically rhythmic properties. Here, we studied two facets of entraining one's rhythmic motor actions to an external stimulus: (a) synchronized finger tapping to auditory rhythmic stimuli and (b) memory-paced reproduction of a previously heard rhythm. Method: Using modifications of the Synchronization-Continuation tapping paradigm, we studied how these two rhythmic behaviors were affected by different stimulus and task features. We tested synchronization and memory-paced tapping for a broad range of rates, from stimulus onset asynchrony of subsecond to suprasecond, both for strictly isochronous tone sequences and for rhythmic speech stimuli (counting from 1 to 10), which are more ecological yet less isochronous. We also asked what role motor engagement plays in forming a stable internal representation for rhythms and guiding memory-paced tapping. Results and Conclusions: Our results show that individuals can flexibly synchronize their motor actions to a very broad range of rhythms. However, this flexibility does not extend to memory-paced tapping, which is accurate only in a narrower range of rates, around [approximately]1.5 Hz. This pattern suggests that intrinsic rhythmic defaults in the auditory and/or motor system influence the internal representation of rhythms, in the absence of an external pacemaker. Interestingly, memory-paced tapping for speech rhythms and simple tone sequences shared similar "optimal rates," although with reduced accuracy, suggesting that internal constraints on rhythmic entrainment generalize to more ecological stimuli. Last, we found that actively synchronizing to tones versus passively listening to them led to more accurate memory-paced tapping performance, which emphasizes the importance of action-perception interactions in forming stable entrainment to external rhythms.

Purpose: This study aimed to examine how speech while sign (simultaneous communication [SimCom]) affects the spoken language of bimodal bilingual teachers and how individual differences in sign-language vocabulary knowledge, SimCom teaching experience, and the ability to perform speech under dual-task conditions explain the variability in SimCom performance. Method: Forty experienced teachers of deaf and hard of hearing students participated in a story narration task under different conditions. Speech rate, lexical richness, and syntactic complexity were measured and compared across speech-only versus SimCom conditions. Furthermore, participants' score on a sign-language vocabulary test, their self-reported SimCom teaching experience, and their performance in a dual-task condition were taken as predictors of SimCom narration performance. Results: The findings revealed slower speech rate, lower lexical richness, and lower syntactic complexity in the SimCom condition compared with the speech-only condition. Sign-language vocabulary score and SimCom teaching experience explained speech rate and lexical richness. Participant's ability to speak under a dual-task condition did not modulate performance. Conclusions: The findings may suggest that the production of the less dominant (sign) language during SimCom entails inhibition of the dominant (spoken) language relative to the speech-only condition. At the same time, the findings are also compatible with the suggestion that SimCom serves as a unique complex communication unit that cannot be reduced to the combination of two languages.