Summary: Assessment of Phonological Awareness of Lexical Stress in
Children Using Reiterant Speech
, Joshua Long2
and Barry Wagner3
Bard College, Annandale, Annandale, NY; 2
Chicago Public Schools, Chicago, IL;
Speech Pathology and Audiology, Ball State University, Muncie, IN
This study compares the phonological awareness of lexical stress and syllable identity in preschool
age children. Two groups of child participants (N=19, N=22) listened to identical sets of pseudo-
word stimuli that varied in the location of primary stress and location of a target syllable.
Phonological awareness was measured by having participants indicate the position of the primary
stress or the target syllable in reiterant spoken utterances of two, three, and four syllables.
Participants were significantly better at locating stressed elements in two-syllable stimuli than they
were at locating syllables (62% versus 46%). These results support the hypothesis that
phonological awareness of lexical stress develops earlier than the phonological awareness of