Concerning the ability of students with dysorthography and their peers with normal speech development to find stressed syllables in words

The article presents results of the experimental study concerned with accent hearing and understanding of segmental speech units of schoolchildren with dysorthography and their peers with normal speech development. The results indicate significant differences in the levels of development of children’s ideas about segmental speech units, rhythmical-syllabic structure of words, knowledge about the division of words into syllables and about spelling rules, as well as functions of the word stress.