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Lexical Stress Assignment in Italian Developmental Dyslexia

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Bibliographic Details
Title: Lexical Stress Assignment in Italian Developmental Dyslexia
Language: English
Authors: Paizi, Despina, Zoccolotti, Pierluigi, Burani, Cristina
Source: Reading and Writing: An Interdisciplinary Journal. Apr 2011 24(4):443-461.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 19
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Grade 6
Descriptors: Dyslexia, Word Frequency, Word Recognition, Italian, Phonology, Grade 6, Error Patterns, Reading Processes
DOI: 10.1007/s11145-010-9236-0
ISSN: 0922-4777
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.
Abstractor: As Provided
Number of References: 37
Entry Date: 2011
Accession Number: EJ918412
Database: ERIC
FullText Links:
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PubType: Academic Journal
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  Label: Title
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  Data: Lexical Stress Assignment in Italian Developmental Dyslexia
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Paizi%2C+Despina%22">Paizi, Despina</searchLink><br /><searchLink fieldCode="AR" term="%22Zoccolotti%2C+Pierluigi%22">Zoccolotti, Pierluigi</searchLink><br /><searchLink fieldCode="AR" term="%22Burani%2C+Cristina%22">Burani, Cristina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Apr 2011 24(4):443-461.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Italian%22">Italian</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink>
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  Data: 10.1007/s11145-010-9236-0
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– Name: Abstract
  Label: Abstract
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  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 37
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  Data: 2011
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      – SubjectFull: Reading Processes
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