{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T23:20:19Z","timestamp":1790810419495,"version":"4.1.0"},"reference-count":68,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2023,6,28]],"date-time":"2023-06-28T00:00:00Z","timestamp":1687910400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100011318","name":"Fondation Botnar","doi-asserted-by":"publisher","award":["6064"],"award-info":[{"award-number":["6064"]}],"id":[{"id":"10.13039\/501100011318","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100001602","name":"Science Foundation Ireland","doi-asserted-by":"publisher","award":["13\/RC\/2106_P2"],"award-info":[{"award-number":["13\/RC\/2106_P2"]}],"id":[{"id":"10.13039\/501100001602","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Developmental Science"],"published-print":{"date-parts":[[2024,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:label\/>\n                    <jats:p>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 \u201cAladdin.\u201d Seventy\u2010five children with and without dyslexia were tested, some of whom were also receiving an oral intervention designed to enhance multi\u2010syllabic 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\u2010syllabic 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Research Highlights<\/jats:title>\n                    <jats:p>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>Speech production of syllable stress patterns is atypical in children with dyslexia.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Children with dyslexia are significantly worse at producing the amplitude envelope of multi\u2010syllabic targets compared to both age\u2010matched and reading\u2010level\u2010matched control children.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>No group differences were found for pitch contour production between children with dyslexia and age\u2010matched control children.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>It may be difficult to detect speech output problems in dyslexia as pitch contours are relatively accurate.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/desc.13428","type":"journal-article","created":{"date-parts":[[2023,6,29]],"date-time":"2023-06-29T02:28:25Z","timestamp":1688005705000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Atypical speech production of multisyllabic words and phrases by children with developmental dyslexia"],"prefix":"10.1111","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2631-2374","authenticated-orcid":false,"given":"Mahmoud","family":"Keshavarzi","sequence":"first","affiliation":[{"name":"Centre for Neuroscience in Education Department of Psychology University of Cambridge Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7858-2336","authenticated-orcid":false,"given":"Giovanni M.","family":"Di Liberto","sequence":"additional","affiliation":[{"name":"School of Computer Science and Statistics Trinity College Dublin Dublin Ireland"},{"name":"Trinity College Institute of Neuroscience Trinity College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fiona","family":"Gabrielczyk","sequence":"additional","affiliation":[{"name":"Centre for Neuroscience in Education Department of Psychology University of Cambridge Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Angela","family":"Wilson","sequence":"additional","affiliation":[{"name":"Centre for Neuroscience in Education Department of Psychology University of Cambridge Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Annabel","family":"Macfarlane","sequence":"additional","affiliation":[{"name":"Centre for Neuroscience in Education Department of Psychology University of Cambridge Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Usha","family":"Goswami","sequence":"additional","affiliation":[{"name":"Centre for Neuroscience in Education Department of Psychology University of Cambridge Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,6,28]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/mbe.12016"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1121\/1.418276"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033\u20102909.100.1.101"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2020.01158"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716400010961"},{"key":"e_1_2_10_7_1","volume-title":"Elements of information theory","author":"Cover T. 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