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The Quarterly Journal of Experimental Psychology Volume 66, 2013 - Issue 10
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Lexical stress, frequency, and stress neighbourhood effects in the early stages of Italian reading development

Simone SulpizioDepartment of Psychology and Cognitive Science (DiPSCo), University of Trento, Trento, ItalyCorrespondence[email protected]
&
Lucia ColomboDepartment of General Psychology, University of Padua, Padua, Italy
Pages 2073-2084 | Received 03 Oct 2012, Published online: 17 Apr 2013

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Xenia Schmalz, Kristina Moll, Claudio Mulatti & Gerd Schulte-Körne. (2019) Is Statistical Learning Ability Related to Reading Ability, and If So, Why?. Scientific Studies of Reading 23:1, pages 64-76.
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Chiara Valeria Marinelli, Pamela Cellini, Pierluigi Zoccolotti & Paola Angelelli. (2017) Lexical processing and distributional knowledge in sound–spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children. Cognitive Neuropsychology 34:3-4, pages 163-186.
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Simone Sulpizio, Cristina Burani & Lucia Colombo. (2015) The Process of Stress Assignment in Reading Aloud: Critical Issues From Studies on Italian. Scientific Studies of Reading 19:1, pages 5-20.
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Katrina May Dulay & J. Richard Hanley. (2015) Stress errors in a case of developmental surface dyslexia in Filipino. Cognitive Neuropsychology 32:1, pages 29-37.
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Articles from other publishers (18)

Jin Xue, Junjing Zhuo, Panpan Li & Heng Li. (2023) Locus of nonword repetition impairments in Mandarin-speaking children with developmental language disorder. Research in Developmental Disabilities 142, pages 104605.
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Giacomo Spinelli, Luciana Forti & Debra Jared. (2020) Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian. Bilingualism: Language and Cognition 24:1, pages 124-136.
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Joanne ARCIULI, Lucia COLOMBO & Luca SURIAN. (2019) Lexical stress contrastivity in Italian children with autism spectrum disorders: an exploratory acoustic study. Journal of Child Language 47:4, pages 870-880.
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Lucia Colombo, Simone Sulpizio & Francesca Peressotti. (2019) The developmental trend of transposed letters effects in masked priming. Journal of Experimental Child Psychology 186, pages 117-130.
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Jana Hasenäcker, Luianta Verra & Sascha Schroeder. (2018) Comparing length and frequency effects in children across modalities. Quarterly Journal of Experimental Psychology 72:7, pages 1682-1691.
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Giacomo Spinelli, Simone Sulpizio & Cristina Burani. (2016) Q2Stress: A database for multiple cues to stress assignment in Italian. Behavior Research Methods 49:6, pages 2113-2126.
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Aikaterini Grimani & Athanassios Protopapas. (2017) Derivational suffixes as cues to stress position in reading Greek. Journal of Research in Reading 40, pages S23-S41.
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Simone Sulpizio, Giacomo Spinelli & Cristina Burani. (2017) STRESYL. Written Language & Literacy Written Language and Literacy 20:1, pages 80-103.
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Cristina Burani, Anna M. Thornton & Pierluigi Zoccolotti. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Lucia Colombo, Simone Sulpizio & Francesca Peressotti. (2017) Serial mechanism in transposed letters effects: A developmental study. Journal of Experimental Child Psychology 161, pages 46-62.
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Stéphanie Bellocchi, Valentina Tobia & Paola Bonifacci. (2017) Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language. Reading and Writing 30:6, pages 1311-1334.
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Petroula Mousikou, Jasmin Sadat, Rebecca Lucas & Kathleen Rastle. (2017) Moving beyond the monosyllable in models of skilled reading: Mega-study of disyllabic nonword reading. Journal of Memory and Language 93, pages 169-192.
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Joanne Arciuli & Lucia Colombo. (2016) An acoustic investigation of the developmental trajectory of lexical stress contrastivity in Italian. Speech Communication 80, pages 22-33.
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STÉPHANIE BELLOCCHI, PAOLA BONIFACCI & CRISTINA BURANI. (2014) Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language. Bilingualism: Language and Cognition 19:1, pages 89-105.
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Simone Sulpizio & Remo Job. (2015) The segment-to-frame association in word reading: early effects of the interaction between segmental and suprasegmental information. Frontiers in Psychology 6.
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Lucia Colombo & Simone Sulpizio. (2015) When orthography is not enough: The effect of lexical stress in lexical decision. Memory & Cognition 43:5, pages 811-824.
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Cristina Burani, Despina Paizi & Simone Sulpizio. (2013) Stress assignment in reading Italian: Friendship outweighs dominance. Memory & Cognition 42:4, pages 662-675.
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Silvia Primativo, Pasquale Rinaldi, Shaunna O'Brien, Despina Paizi, Lisa S. Arduino & Cristina Burani. (2013) Bilingual vocabulary size and lexical reading in Italian. Acta Psychologica 144:3, pages 554-562.
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