Prefixes repel stress in reading aloud: Evidence from surface dyslexia

Maria Ktori, Jeremy Tree, Petroula Mousikou, Max Coltheart, Kathleen Rastle

Research output: Contribution to journalArticlepeer-review

125 Downloads (Pure)

Abstract

This study examined the importance of prefixes as sublexicalcues for stress assignment during reading aloud English disyllabic words.In particular, we tested the hypothesis that prefixes repel stress(Rastle & Coltheart, 2000) by investigating the likelihood with whichpatients with surface dyslexia assign second-syllable stress to prefixedwords. Five such patients were presented with three types of disyllabicwords for reading aloud: 'regular' prefixed words with weak-strong stresspattern (e.g., remind); 'irregular' prefixed words with strong-weakstress pattern (e.g., reflex); and non-prefixed words with strong-weakstress pattern (e.g., scandal). Results showed that all five patientsfrequently regularized the strong-weak prefixed words by pronouncing themwith second syllable stress. These regularization errors provide strongevidence for the functional role of prefixes in stress assignment duringreading. Additional computational simulations using the rule-basedalgorithm for pronouncing disyllables developed by Rastle and Coltheart(2000) and the CDP++ model of reading aloud (Perry et al., 2010) allowedus to evaluate how these two opponent approaches to reading aloud fare inrespect of the patient data.
Original languageEnglish
Pages (from-to)191–205
Number of pages15
JournalCortex
Volume74
Early online date31 Oct 2015
DOIs
Publication statusPublished - Jan 2016

Keywords

  • Reading aloud; Prefixes, Surface dyslexia, Computational modeling

Cite this