Cues to stress assignment in reading aloud.

Cues to Stress Assignment in Reading Aloud

Research seeking to uncover the mechanisms by which we read aloud has focused almost exclusively on monosyllabic items presented in isolation. Consequently, important challenges that arise when considering polysyllabic word reading, such as stress assignment, have been ignored, while little is known about how important sentence-level stress cues, such as syntax and rhythm, may influence word re...

Stress in Context: Morpho-Syntactic Properties Affect Lexical Stress Assignment in Reading Aloud

Recent findings from English and Russian have shown that grammatical category plays a key role in stress assignment. In these languages, some grammatical categories have a typical stress pattern and this information is used by readers. However, whether readers are sensitive to smaller distributional differences and other morpho-syntactic properties (e.g., gender, number, person) remains unclear...

Stress affects articulatory planning in reading aloud.

Three experiments of pseudoword reading assessed whether stress assignment affects reading aloud at the level of articulation planning. In Experiment 1 (immediate reading) both stimulus length (in syllables) and stress type affected reading latency and accuracy. Italian pseudowords were named faster and more accurately when they were assigned stress on the antepenultimate rather than on the pen...

Priming lexical stress in reading Italian aloud

Stress assignment in the development of reading aloud: Nonword priming effects on Italian children

Two experiments investigated the development of two aspects related to stress assignment in reading. First, we tested whether the role of distributional knowledge concerning stress changes with the development of the reading system; second, we tested whether stress information is computed independently of phonemic information since the first stages of reading acquisition. We ran two identical e...