Prosody refers to stress and intonation patterns in a language. Previous studies have found that prosodic sensitivity (PS) and executive functions can affect reading comprehension in first (L1) and second languages (L2). The current study examined these factors among a group of L1 Mandarin speakers learning L2 English who participated in a series of tasks measuring phonological awareness, Mandarin tone sensitivity, English PS, along with three specific executive functions – namely, cognitive flexibility, inhibitory control, and working memory. The results demonstrated that Mandarin tone sensitivity and cognitive flexibility mediated English PS and reading. A simple slope analysis showed that PS positively predicted word reading for readers with higher but not lower cognitive flexibility. These results imply that PS in L2 reading is affected by both prosodic transfer of L1 tone sensitivity and cognitive flexibility.

While most English words are multisyllabic, research on literacy acquisition has tended to focus on early acquisition of monosyllabic words. The processes involved in multisyllabic word reading and spelling in middle childhood are likely to differ from those in monosyllabic reading and spelling. The current paper examines the contributions of morphological awareness (MA; awareness of derivational morphemes), prosodic sensitivity (sensitivity to lexical stress), and phonological awareness (PA; awareness of phonemes) for multisyllabic word reading and spelling, after accounting for background variables (age, vocabulary, nonverbal IQ, short-term memory). Seventy 7–10-year-old children completed a battery of tasks. MA and prosodic sensitivity were independent predictors of multisyllabic reading, while MA and PA were independent predictors of multisyllabic spelling. These results contrast with previous research, which instead found that PA plays a more prominent role while prosodic sensitivity appears to demonstrate only an indirect influence. However, those studies largely examined reading of shorter, one to three syllable words. These findings indicate when words are longer and multisyllabic, prosodic sensitivity, PA, and MA have differing direct influences on literacy. MA and prosodic sensitivity relate to word reading, while MA and PA are important for spelling.