This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a…

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…