Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers

Abstract

Recent research has found that sensitivity to linguistic stress is related to phonological awareness and reading development. This study investigated the roles of two types of linguistic stress sensitivity (lexical and metrical stress) in the phonological awareness and reading development of young children. Forty-five kindergarten children were tested on a battery of tasks that examined linguistic stress sensitivity and early reading ability. Results indicated that lexical stress, but not metrical stress sensitivity, is significantly related to phonological awareness and early reading ability. However, lexical stress is not able to predict unique variance in early reading ability once phonological awareness is controlled for. The relationships of both lexical and metrical stress sensitivity with phonological awareness and early reading development are discussed.

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