Sources of information for stress assignment in reading Greek

Applied Psycholinguistics

Volumn 28, Issue 4, 2007, Pages 695-720

  Protopapas, Athanassios ^a   Gerakaki, Svetlana ^b   Alexandri, Stella ^b  

^a INSTITUTE FOR LANGUAGE AND SPEECH PROCESSING   (Greece)

^b UNIVERSITY OF ATHENS   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34848845308     PISSN: 01427164     EISSN: 14691817     Source Type: Journal    
DOI: 10.1017/S0142716407070373     Document Type: Article

References (43)

1. Ashby, J., & Clifton, C. (2005). The prosodic property of lexical stress affects eye movements during silent reading. Cognition, 96, B89-B100.
2. Black, M., & Byng, S. (1986). Prosodic constraints on lexical access in reading. Cognitive Neuropsychology, 3, 369-409.
3. Black, M., & Byng, S. (1989). Re-stressing prosody: A reply to Cutler, Howard, and Patterson. Cognitive Neuropsychology, 6, 85-92.
4. Botinis, A. (1998). Intonation in Greek. In D. Hirst & A. di Cristo (Eds.), Intonation systems: A survey of twenty languages (pp. 288-310). Cambridge: Cambridge University Press.
5. Burani, C., & Arduino, L. S. (2004). Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patterns. Brain and Language, 90, 318-325.
6. Cappa, S. F., Nespor, M., Ielasi, W., & Miozzo, A. (1997). The representation of stress: Evidence from an aphasic patient. Cognition, 65, 1-13.
7. Colombo, L. (1992). Lexical stress and its interaction with frequency in word pronunciation. Journal of Experimental Psychology: Human Perception and Performance, 18, 987-1003.
8. Cutler, A., Howard, D., & Patterson, K. E. (1989). Misplaced stress on prosody: A reply to Black and Byng. Cognitive Neuropsychology, 6, 67-83.
9. de Bree, E., Wijnen, F., & Zonneveld, W. (2006). Word stress production in three-year-old children at risk of dyslexia. Journal of Research in Reading, 29, 304-317.
10. Forster, K. I., & Forster, J. C. (2003). DMDX: AWindows display program with millisecond accuracy. Behavior Research Methods, Instruments & Computers, 35, 116-124.
11. Galante, E., Tralli, A., Zuffi, M., & Avanzi, S. (2000). Primary progressive aphasia: A patient with stress assignment impairment in reading aloud. Neurological Sciences, 21, 39-48.
12. Gutiérrez Palma, N. (2003). El acento léxico y su función en el reconocimiento de palabras escritas en adultos y en nĩnos [Lexical stress and its role in written word recognition by adults and children]. Unpublished doctoral dissertation, Universidad de Granada, Spain.
13. Gutiérrez Palma, N. (2005). Acento y estructura silábica: Un estudio con niños [Lexical stress and syllabic structure: A study with children]. Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica, 3, 91-108.
14. Gutiérrez Palma, N., & Palma Reyes, A. (2004). Lexical stress and reading: A study with children. Electronic Journal of Research in Educational Psychology, 2, 143-160.
15. Hatzigeorgiu, N., Gavrilidou, M., Piperidis, S., Carayannis, G., Papakostopoulou, A., Spiliotopoulou, A., et al. (2000, May 31-June 2). Design and implementation of the online ILSP corpus. Paper presented at the Second International Conference of Language Resources and Evaluation (LREC), Athens, Greece.
16. Hirst, D., & di Cristo, A. (1998). A survey of intonation systems. In D. Hirst & A. di Cristo (Eds.), Intonation systems: A survey of twenty languages (pp. 1-44). Cambridge: Cambridge University Press.
17. Janssen, U. (2003). Stress assignment in German patients with surface dyslexia. Brain and Language, 87, 114-115.
18. Kappa, I. (2002). On the acquisition of syllabic structure in Greek. Journal of Greek Linguistics, 3, 1-52.
19. Laganaro, M., Vacheresse, F., & Frauenfelder, U. H. (2002). Selective impairment of lexical stress assignment in an Italian-speaking aphasic patient. Brain and Language, 81, 601-609.
20. Laver, J. (1994). Principles of phonetics. New York: Cambridge University Press.
21. Leal, F., & Suro, J. (2002, November). A phonological analysis of reading performance in two dyslexic children. Paper presented at the 53rd Annual Conference of the International Dyslexia Association, Atlanta, GA.
22. Leal, F., & Suro, J. (2004). La hipotesis fonológica de la dislexia: Una crítica constructiva [The phonological hypothesis of dyslexia: A constructive critique]. In A. Peredo Merlo (Ed.), Diez estudios sobre la lectura (pp. 265-287). Guadalajara, Mexico: Universidad de Guadalajara.
23. Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75.
24. Malikouti-Drachman, A. (2002). Greek phonology: A contemporary perspective. Journal of Greek Linguistics, 2, 187-243.
25. Malikouti-Drachman, A., & Drachman, G. (1989). Tonismós sta elliniká [Stress in Greek]. Studies in Greek Linguistics, 9, 127-143.
26. Miceli, G., & Caramazza, A. (1993). The assignment of word stress in oral reading: Evidence from a case of acquired dyslexia. Neuropsychology, 10, 273-296.
27. Nunes, T., Roazzi, A., & Buarque, L. L. (2003). Learning to mark stress in written Portuguese. Revue de Linguistique, 22, 99-108.
28. Paulesu, E., Démonet, J.-F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.
29. Petrounias, E. V. (2002). Neoellhnikí grammatikí ke sigkritikí análisi: tómos A. Fonitikí ke eisagog?́ sti fonología [Modern Greek grammar and comparative analysis: Vol. A. Phonetics and introduction to phonology]. Thessaloniki: Ziti.
30. Protopapas, A. (2006). On the use and usefulness of stress diacritics in reading Greek. Reading & Writing: An Interdisciplinary Journal, 19, 171-198.
31. Protopapas, A., Gerakaki, S., & Alexandri, S. (2006). Lexical and default stress assignment in reading Greek. Journal of Research in Reading, 29, 418-432.
32. Ramus, F. (2001). Outstanding questions about phonological processing in dyslexia. Dyslexia, 7, 197-216.
33. Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212-218.
34. Rastle, K., & Coltheart, M. (2000). Lexical and nonlexical print-to-sound translation of disyllabic words and nonwords. Journal of Memory and Language, 42, 342-364.
35. Revithiadou, A. (1999). Headmost accent wins: Head dominance and ideal prosodic form in lexical accent systems (LOT Dissertation Series 15, HIL/Leiden University). The Hague: Holland Academic Graphics.
36. Roelofs, A., & Meyer, A. S. (1998). Metrical structure in planning the production of spoken words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 922-939.
37. Rusconi, M. L., Cappa, S. F., Scala, M., & Meneghello, F. (2004). A lexical stress effect in neglect dyslexia. Neuropsychology, 18, 135-140.
38. Schiller, N. O., Fikkert, P., & Levelt, C. C. (2004). Stress priming in picture naming: An SOA study. Brain and Language, 90, 231-240.
39. Snowling, M. J. (2000). Dyslexia (2nd ed.). Oxford: Blackwell.
40. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
41. Velalidis, A., Voujoukas, A., Kalapanidas, K., Kanakis, N., & Melas, D. (1994). Glósa A dimotikú: Vivlío daskálu [Language 1st grade: Teacher's book] (13th ed.). Athens: Organismos Ekdoseos Didaktikon Vivlion (Greek Ministry of Education, Paedagogical Institute).
42. Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29, 288-303.
43. Wood, C. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29, 270-287.