“…Indeed, phonemic and prosodic awareness are independent predictors of word reading (Clin, Wade-Woolley, & Heggie, 2009;Holliman, Wood, & Sheehy, 2010a;Defior, Gutierrez-Palma, & Cano-Marin, 2012;Goswami et al, 2013;Jimenez-Fernandez, Gutierrez-Palma, & Defior, 2015;Wade-Woolley, 2016; for a review see Wade-Woolley & Heggie, 2015), suggesting that prosody perception forms a separate dimension of linguistic skill relevant to reading acquisition. Not only has dyslexia has been linked to impaired prosody perception (Goswami, Gerson, & Astruc, 2010;Holliman et al, 2010a;Mundy & Carroll, 2012;Wade-Woolley, 2016;Wood & Terrell, 1998), but in adolescents with dyslexia, difficulties with the perception of lexical stress have been shown to be more prominent than problems with segmental phonology (Anastasiou & Protopapas, 2014). Finally, prosodic sensitivity also predicts word reading one year later (Holliman, Wood, & Sheehy, 2010b;Calet, Gutierrez-Palma, Simipson, Gonzalez-Trujillo, & Defior, 2015), suggesting that prosody perception is a foundational skill upon which children draw when learning to read.…”