Access the full text.
Sign up today, get DeepDyve free for 14 days.
JC Ziegler, U Goswami (2005)
Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theoryPsychological Bulletin, 131
M Luca, E Di Pace, A Judica, D Spinelli, P Zoccolotti (1999)
Eye movements patterns in linguistic and non-linguistic tasks in developmental surface dyslexiaNeuropsychologia, 37
MH Kelly, J Morris, L Verrekia (1998)
Orthographic cues to lexical stress: Effects on naming and lexical decisionMemory & Cognition, 26
L Marconi, M Ott, E Pesenti, D Ratti, M Tavella (1993)
Lessico elementare. Dati statistici sull’italiano letto e scritto dai bambini delle elementari
M Luca, M Borelli, A Judica, D Spinelli, P Zoccolotti (2002)
Reading words and pseudowords: An eye movement study of developmental dyslexiaBrain and Language, 80
M Orsolini, R Fanari, S Cerracchio, L Famiglietti (2009)
Phonological and lexical reading in Italian children with dyslexiaReading and Writing: An Interdisciplinary Journal, 22
KE Patterson, JC Marshall, M Coltheart (1985)
Surface dyslexia
C Cornoldi, G Colpo (1995)
Nuove prove di lettura MT per la scuola media inferiore, manuale
J Arciuli, L Cupples (2006)
The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlatesQuarterly Journal of Experimental Psychology, 59
K Rastle, M Coltheart (2000)
Lexical and nonlexical print-to-sound translation of disyllabic words and nonwordsJournal of Memory and Language, 42
F Hutzler, H Wimmer (2004)
Eye movements of dyslexic children when reading in a regular orthographyBrain and Language, 89
D Brizzolara, C Pecini, A Chilosi, P Cipriani, F Gasperini, S Mazzotti, C Pecini, P Zoccolotti (2006)
Do phonological and rapid automatized naming deficits differentially affect dyslexic children with and without a history of language delay? A study on Italian dyslexic childrenCognitive and Behavioural Neurology, 19
CA Pruneti (1985)
Dati normativi del test P.M. 47 coloured su un campione di bambini italiani. [Normative data for the 47 Coloured P.M. on a sample of Italian children.]Bollettino di Psicologia Applicata, 176
P Zoccolotti, M Luca, E Di Pace, A Judica, M Orlandi, D Spinelli (1999)
Markers of developmental surface dyslexia in a language (Italian) with high grapheme-phoneme correspondenceApplied Psycholinguistics, 20
L Barca, C Burani, LS Arduino (2002)
Word naming times and psycholinguistic norms for Italian nounsBehaviour Research Methods, Instruments, & Computers, 34
L Barca, C Burani, G Di Filippo, P Zoccolotti (2006)
Italian developmental dyslexic and proficient readers: Where are the differences?Brain and Language, 98
P Zoccolotti, M Luca, E Di Pace, F Gasperini, A Judica, D Spinelli (2005)
Word length effect in early reading and in developmental dyslexiaBrain and Language, 93
BJ Juhasz (2005)
Age-of-acquisition effects in word and picture identificationPsychological Bulletin, 131
D Paizi, P Zoccolotti, C Burani (2010)
Reading and dyslexia in different orthographies
C Burani, LS Arduino (2004)
Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patternsBrain and Language, 90
C Burani, S Marcolini, M Luca, P Zoccolotti (2008)
Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readersCognition, 108
N Gutierrez-Palma, A Palma Reyes (2007)
Stress sensitivity and reading performance in Spanish: A study with childrenJournal of Research in Reading, 30
A Protopapas, S Gerakaki, S Alexandri (2007)
Sources of information for stress assignment in reading GreekApplied Psycholinguistics, 28
A Protopapas (2006)
On the use and usefulness of stress diacritics in reading GreekReading & Writing: An Interdisciplinary Journal, 19
LG Duncan, PHK Seymour (2003)
How do children read multisyllabic words? Some preliminary observationsJournal of Research in Reading, 26
A Protopapas, S Gerakaki, S Alexandri (2006)
Lexical and default stress assignment in reading GreekJournal of Research in Reading, 29
L Barca, AW Ellis, C Burani (2007)
Context-sensitive rules and word naming in Italian childrenReading and Writing: An Interdisciplinary Journal, 20
N Gutierrez Palma, A Palma Reyes (2004)
Lexical stress and reading: A study with childrenElectronic Journal of Research in Educational Psychology, 2
D Spinelli, M Luca, G Di Filippo, M Mancini, M Martelli, P Zoccolotti (2005)
Length effect in word naming latencies: Role of reading experience and reading deficitDevelopmental Neuropsychology, 27
J Raven, JC Raven, JH Court (2003)
Manual for Raven’s Progressive Matrices and Vocabulary Scales. Section 1: General Overview
C Burani, L Barca, AW Ellis (2006)
Orthographic complexity and word naming in Italian: Some words are more transparent than othersPsychonomic Bulletin & Review, 13
P Zoccolotti, M Luca, A Judica, D Spinelli (2008)
Isolating global and specific factors in developmental dyslexia: A study based on the rate and amount model (RAM)Experimental Brain Research, 186
L Colombo (1992)
Lexical stress effect and its interaction with frequency in word pronunciationJournal of Experimental Psychology: Human Perception and Performance, 18
L Jarmulowicz, VL Taran, SE Hay (2008)
Lexical frequency and third-graders’ stress accuracy in derived English word productionApplied Psycholinguistics, 29
PE Tressoldi, G Stella, M Faggella (2001)
The development of reading speed in Italians with dyslexia: A longitudinal studyJournal of Learning Disabilities, 34
A Castles, M Coltheart (1993)
Varieties of developmental dyslexiaCognition, 47
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.
Reading and Writing – Springer Journals
Published: May 16, 2010
Access the full text.
Sign up today, get DeepDyve free for 14 days.