ArticleJournal of speech, language, and hearing research : JSLHR2022
Prosodic Development During the Early School-Age Years.
Article in Journal of speech, language, and hearing research : JSLHR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 9 citations in OpenAlex.
- Rethinking Prosody Production in Autism: Nuanced Insights From Individual Differences and Network Analysis Approaches.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Acoustic prominence: Understanding speech patterns in children with Down syndrome.The Journal of the Acoustical Society of America · 2025Article
- Can Natural Speech Prosody Distinguish Autism Spectrum Disorders? A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2024Review
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
purposeThis 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.
methodStructured 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.
resultsThe 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.
conclusionsThe 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.
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