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Written German is characterized by an underrepresentation of prosody. During writing acquisition, children have to tackle the question which prosodic features are realized by what means – if any. We examined traces of speech prosody in German children’s writing to dictation. A sample of 79 second graders were asked to write down eight sentences to dictation. We analyzed three potential reflections of speech prosody in children’s dictations: (a) Merging of preposition and definite article, potentially preferred after monosyllabic prepositions as in this case preposition and article may melt to the canonical trochaic foot in German. (b) The introduction of orthographically inadequate graphemic border markings within trisyllabic animal names, respecting borders of prosodic units like foot or syllable. (c) Omissions of the definite article in non-optimal prosodic positions, deviating from the preferred strong-weak rhythm. The occurrence of border markings was evaluated via graded perceptual judgments. We found no evidence for inter-word border markings being influenced by prosodic context, probably due to a ceiling effect. However, word-internal markings within animal names, although rarely occurring in general, were clearly influenced by prosodic structure: Most of them were produced at borders of feet or syllables, while significantly fewer markings were perceived at borders of syllable constituents or within consonant clusters. Moreover, we observed significantly more omissions of the definite article in non-optimal prosodic positions compared to potentially optimal positions. Thus, our results provide first evidence from writing acquisition for prosodic influences on writing in a language with scarce graphemic marking of prosody.

Bono Bo and Fla Mingo: Reflections of Speech Prosody in German Second Graders’ Writing to Dictation