The Relationship Between Stress Cue Sensitivity and Reading: A Study With Korean-English Bilingual Children

• In Event: Interrogating the Effectiveness of Reading Comprehension Strategies

Abstract

Recent research has shown that the accurate assignment of lexical stress is essential in reading words in English among monolingual speakers. However, little is known about the role of stress sensitivity in reading among bilingual children who are exposed to two different prosodic systems from early ages. To address this critical gap, the present study investigated Korean-English bilingual children’ sensitivity to different stress cues and how stress cue sensitivity is related to their English reading ability. Results showed that while the bilingual children were sensitive to stress cues, its relationship to reading was not significant. Theoretical and methodological significance of the study will be discussed.

Authors

• Jeong Hyun Park, Texas A&M University - College Station

• L. Quentin Dixon

• Li-Jen Kuo, Texas A&M University - College Station