Abstract
Stress assignment to Italian polysyllabic words is unpredictable, because stress is neither marked nor predicted by rule. Stress assignment, especially to low frequency words, has been reported to be a function of stress dominance and stress neighbourhood. Two experiments investigate stress assignment in sixth-grade, skilled and dyslexic, readers. In Experiment 1, skilled readers were not affected by stress dominance. Dyslexic children, although affected by word frequency, made more stress regularisation errors on low frequency words. In Experiment 2, stress neighbourhood affected low frequency word reading irrespective of stress dominance for both skilled and dyslexic readers. Words with many stress friends were read more accurately than words with many stress enemies. It is concluded that, in assigning stress, typically developing and developmental dyslexic Italian readers are sensitive to the distributional properties of the language.
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Acknowledgments
This work was supported by an EU Sixth Framework Marie Curie Research Training Network (MRTN-CT-2004-512141): Language and Brain (RTN: LAB, http://www.hull.ac.uk/RTN-LAB/). We are grateful to Linda Siegel for her comments on a previous version of the manuscript.
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Paizi, D., Zoccolotti, P. & Burani, C. Lexical stress assignment in Italian developmental dyslexia. Read Writ 24, 443–461 (2011). https://doi.org/10.1007/s11145-010-9236-0
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DOI: https://doi.org/10.1007/s11145-010-9236-0