Reading a word requires converting symbols to a phonetic sequence but also determining the stress position of that word. In this chapter, we analysed corpora of English, Dutch, German, Italian, Spanish, and Greek to determine whether sublexical probabilistic information from the very beginnings and endings of words provided sufficient information to determine stress patterns. We found that such information was sufficient to accurately determine stress positions. However, languages varied as to whether beginnings or endings were more informative. Furthermore, the extent to which stress patterns were regular within each language related to the reliability of the sublexical cues to stress position. The analyses show that stress does not have to be stored at the lexical level to support pronunciation.
Deacon, S. Hélène, Erin K. Robertson, Alexandra Ryken & Kyle Levesque
2024. The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development. Journal of Research in Reading 47:1 ► pp. 45 ff.
Hasenäcker, Jana & Frank Domahs
2024. Prosody affects visual perception in polysyllabic words: Evidence from a letter search task. Quarterly Journal of Experimental Psychology 77:3 ► pp. 563 ff.
Ren, Jinglei & Min Wang
2023. Sensitivity to word endings as probabilistic orthographic cues to lexical stress among English as second language learners. Memory & Cognition 51:8 ► pp. 1881 ff.
Bailey, Benjamin & Joanne Arciuli
2022. Literacy instruction for autistic children who speak languages other than English. Autism 26:2 ► pp. 389 ff.
Obergfell, Anja L., Alfred Schabmann & Barbara M. Schmidt
2022. The relationship between basic auditory processing, prosodic sensitivity and reading in German adults. Journal of Research in Reading 45:1 ► pp. 119 ff.
Park, Jeong Hyun, Li-Jen Kuo, Quentin Dixon & Haemin Kim
2022. Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English. Journal of Psycholinguistic Research 51:2 ► pp. 397 ff.
Wade-Woolley, Lesly, Clare Wood, Jessica Chan & Sarah Weidman
2022. Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research. Scientific Studies of Reading 26:2 ► pp. 165 ff.
Spinelli, Giacomo, Luciana Forti & Debra Jared
2021. Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian. Bilingualism: Language and Cognition 24:1 ► pp. 124 ff.
ARCIULI, Joanne, Lucia COLOMBO & Luca SURIAN
2020. Lexical stress contrastivity in Italian children with autism spectrum disorders: an exploratory acoustic study. Journal of Child Language 47:4 ► pp. 870 ff.
Arciuli, Joanne
2018. Reading as Statistical Learning. Language, Speech, and Hearing Services in Schools 49:3S ► pp. 634 ff.
Arciuli, Joanne
2020. An Introduction to Research on Statistical Learning and Reading. Journal of Clinical Practice in Speech-Language Pathology 22:1 ► pp. 3 ff.
Perry, Conrad
2018. Testing predictions about the processing of word stress in reading using event-related potentials. Language, Cognition and Neuroscience 33:4 ► pp. 424 ff.
Grimani, Aikaterini & Athanassios Protopapas
2017. Derivational suffixes as cues to stress position in reading Greek. Journal of Research in Reading 40:S1
2017. Q2Stress: A database for multiple cues to stress assignment in Italian. Behavior Research Methods 49:6 ► pp. 2113 ff.
Colombo, Lucia & Simone Sulpizio
2015. When orthography is not enough: The effect of lexical stress in lexical decision. Memory & Cognition 43:5 ► pp. 811 ff.
This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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