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Introduction

Introduction to the Special Issue. Phonology Beyond Phonemes: Contributions of Suprasegmental Information to Reading

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REFERENCES

  • Anastasiou, D., & Protopapas, A. (2015). Difficulties in lexical stress versus difficulties in segmental phonology among adolescents with dyslexia. Scientific Studies of Reading, 19, 31–50.
  • Calet, N., Gutiérrez-Palma, N., Simpson, I., González-Trujillo, M. C., & Defior, S. (2015). Suprasegmental phonology development and literacy acquisition: A longitudinal study. Scientific Studies of Reading, 19, 51–71.
  • Lochrin, M. E., Arciuli, J., & Sharma, M. (2015). Assessing the relationship between prosody and reading outcomes in children using the PEPS-C. Scientific Studies of Reading, 19, 72–85.
  • Sulpizio, S., Burani, C., & Colombo, L. (2015). The process of stress assignment in reading aloud: Critical issues from studies on Italian. Scientific Studies of Reading, 19, 5–20.
  • Wade-Woolley, L., & Heggie, L. (2015). Implicit knowledge of word stress and derivational morphology guides skilled readers’ decoding of multisyllabic words. Scientific Studies of Reading, 19, 21–30.

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