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Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: Jun 22, 2026

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Prosodic sensitivity and morphological awareness in children's reading.

Ellie Clin¹, Lesly Wade-Woolley, Lindsay Heggie

¹Queen's University, Kingston, Ont. K7M 5R7, Canada.

Journal of Experimental Child Psychology

|June 23, 2009

Summary

Children

Area of Science:

Psycholinguistics
Developmental Psychology
Educational Psychology

Background:

Reading ability is influenced by various linguistic skills.
Morphological awareness, the understanding of word structure, plays a crucial role in reading development.
Prosodic sensitivity, the ability to perceive speech rhythm and stress, is also linked to language processing.

Purpose of the Study:

To investigate the relationship between prosodic sensitivity, morphological awareness, and reading ability in children.
To examine how different types of morphological derivations, varying in phonological complexity, affect children's performance.
To determine the predictive power of prosodic sensitivity and morphological awareness on reading ability, controlling for other cognitive factors.

Main Methods:

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Last Updated: Jun 22, 2026

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A sample of 104 children aged 8-13 years participated in the study.
Children completed a task measuring their ability to produce morphological derivations with varying phonological complexity (No Change, Phonemic Change, Stress Change, Both Phonemic and Stress Change).
Statistical analyses, including analysis of variance and regression, were used to examine the relationships between variables.

Main Results:

Children performed significantly worse on morphological derivations involving stress changes compared to those without stress changes.
Both prosodic sensitivity and morphological awareness were significant predictors of reading ability.
The predictive power of morphological awareness was particularly strong for derivations requiring stress manipulation.

Conclusions:

Prosodic sensitivity and morphological awareness are important components of reading ability in school-aged children.
The ability to process stress changes in morphology is a key factor linking these skills to reading.
Interventions targeting prosodic and morphological processing may enhance reading development.