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  Lexical and default stress assignment in reading Greek

Protopapas, A., Gerakaki, S., & Alexandri, S. (2006). Lexical and default stress assignment in reading Greek. Journal of research in reading, 29(4), 418-432. doi:10.1111/j.1467-9817.2006.00316.x.

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Protopapas, A.1, Author
Gerakaki, Svetlana2, Author           
Alexandri, S.2, Author
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1Institute for Language & Speech Processing, 1, ou_persistent22              
2University of Athens, 2, ou_persistent22              

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 Abstract: Greek is a language with lexical stress that marks stress orthographically with a special diacritic. Thus, the orthography and the lexicon constitute potential sources of stress assignment information in addition to any possible general default metrical pattern. Here, we report two experiments with secondary education children reading aloud pseudo-word stimuli, in which we manipulated the availability of lexical (using stimuli resembling particular words) and visual (existence and placement of the diacritic) information. The reliance on the diacritic was found to be imperfect. Strong lexical effects as well as a default metrical pattern stressing the penultimate syllable were revealed. Reading models must be extended to account for multisyllabic word reading including, in particular, stress assignment based on the interplay among multiple possible sources of information.

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Language(s): eng - English
 Dates: 2006
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: DOI: 10.1111/j.1467-9817.2006.00316.x
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Title: Journal of research in reading
Source Genre: Journal
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Pages: - Volume / Issue: 29 (4) Sequence Number: - Start / End Page: 418 - 432 Identifier: -