Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English

Park, Jeong Hyun; Kuo, Li-Jen; Dixon, Quentin; Kim, Haemin

doi:10.1007/s10936-022-09854-y

Cited by 2 publications

(2 citation statements)

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“…There is evidence that readers recognize and use such statistical links between the spelling of word endings and lexical stress patterns, at least in tasks involving the reading of isolated words and pseudowords. Seminal experiments established this finding among native English speakers (e.g., Arciuli & Cupples, 2006; Arciuli et al, 2010; Kelly et al, 1998), and this work has since been extended to include adult readers with and without dyslexia (Mundy & Carroll, 2013), to readers of Italian (e.g., Colombo et al, 2014), and, most recently, to bilingual readers for whom English is a second language (e.g., Park et al, 2022; Ren & Wang, 2023). Despite this ongoing interest in word endings as cues to stress in isolated words, the extent to which readers use word endings as stress cues in more naturalistic reading situations is not yet clear.…”

Section: The Present Studymentioning

confidence: 74%

“…In research with unfamiliar words, when asked which syllable should receive emphasis, English-speaking adults preferentially choose the stress pattern indicated by the word’s ending (Arciuli & Cupples, 2006; see, e.g., Colombo et al, 2014, for comparable findings in Italian-speaking adults). Recent work has extended these findings to bilingual children (Park et al, 2022) and adults who speak English as a second language (Ren & Wang, 2023). Together, these findings point to the utility of word endings as stress cues.…”

Section: The Present Studymentioning

confidence: 93%

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Orthographic cues to stress affect reading in connected text: Evidence from a letter-detection task.

Sparks,

Deacon

2024

Canadian Journal of Behavioural Science / Revue canadienne des

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In English, written word endings act as probabilistic cues to a word's lexical stress pattern. Readers are sensitive to these statistical associations between lexical stress and spelling, using word endings' spellings to guide stress placement when reading isolated words. However, we do not yet know if readers' use of endings as stress cues extends to the processing of words in connected text. In the present study, we explored this question with adult readers (N = 53). Participants read texts for comprehension while circling a specified target letter. This letterdetection task can speak to the processes involved in reading words, as readers detect fewer letters when lexical access is relatively quick. Adults detected fewer target letters in words whose endings accurately cued their stress patterns than in words whose endings gave misleading cues to stress (d = 0.41). This suggests that adult readers draw on written word endings as cues to stress during the everyday task of reading for comprehension. These findings clarify the scope of word endings' role as cues to stress in English. Public Significance StatementSkilled reading is essential to full societal participation. In English, skilled reading involves working out where to put lexical stress (the pattern of emphasis on syllables in a word). Research shows that adults use letter patterns to decide where to put stress in a word (e.g., words ending in -et and -ette tend to have firstand second-syllable stress, respectively). These effects have emerged in studies on the processing of single words. Here we test adults' use of letter patterns to determine stress in a more ecologically valid context, reading of connected texts. We find similar, albeit smaller, effects, extending prior findings to a more naturalistic reading context.

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