Reading may look silent, but the mind often gives it a voice.

Let’s listen a little closer.

EL·e·phant

rhi·NOC·er·os

hip·po·POT·a·mus

kan·ga·ROO

In many words, one syllable carries the strongest beat.

PHO·to·graph

pho·TOG·ra·phy

pho·to·GRAPH·ic

Even related words can carry the beat in different places.

The hungry hippo splashed in the pool.

The HUN·gry HIP·po SPLASHED in the POOL.

Across a sentence, the beats form a pattern.

the BAND will PLAY to·NIGHT at SCHOOL

ta-DUM · ta-DUM · ta-DUM · ta-DUM

Some phrases move from a lighter syllable into a stronger beat.

DRA·ma STU·dents PRAC·ticed LOUD·ly

DUM-ta · DUM-ta · DUM-ta · DUM-ta

Other phrases begin with a strong beat followed by a lighter syllable.

Sentences can combine different beat patterns.

Let’s eat Grandma.

Let’s eat │ Grandma.

Let’s eat, Grandma.

Grouping can change meaning — even in silent reading.

One word, three voices.

Listen to each one.

Same word. Different voice.

Punctuation gives readers clues about how it might sound.

Transcript

The same word, really, spoken three ways — settling like a statement, rising like a question, and jumping with surprise.

Layers of the inner voice

Meaning

Intonation

Phrasing

Rhythm

Stress

Words

Together, stress, rhythm, phrasing, and intonation help readers turn print into a voice—and a voice into meaning.

Prosody Trainer

An interactive laboratory where people discover how the mind brings written language to life.

Sputnik the Prosody Pup, a Siberian husky with blue eyes, sitting and looking up attentively.

I’ve been listening all along.

Now you can hear it too.

— Sputnik, the Prosody Pup

Try Rhythm Reader →

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An interactive laboratory for reading prosody

Reading may look silent, but the mind often gives it a voice.

Not aloud, but in the mind. Prosody Trainer makes that inner voice visible.

That voice has stress. It has rhythm. It has phrasing. It has intonation.
Try Rhythm Reader Open Rhythm Reader Pro

Explore the tools

Prosody Trainer is a growing suite of research-based tools for exploring how written language carries stress, rhythm, phrasing, and intonation.

Available now

Rhythm Reader

A simple interface for visualizing stress and rhythm in English text.

Open tool →
Available now

Rhythm Reader Pro

Advanced analysis, phrase structure, rhythm detection, editing, and export.

Open tool →
Available now

Sound & Spelling

See how letters and sounds map — read a word by onset and rime, or take a sound and see the ways it’s spelled.

Open tool →
In development

Prosody Pup

A gentle guide for learning stress, rhythm, and fluent reading — one step at a time.

Planned for a future release
In development

WALL-E Intonation Game

An interactive game for discovering how intonation changes meaning during reading.

Planned for a future release
See what you’ve been hearing all along.

The science

When people read silently, they often construct an inner voice carrying patterns of stress, rhythm, phrasing, and intonation. These patterns help readers group words, anticipate sentence structure, resolve ambiguity, and retain meaning.

Prosody Trainer turns this normally hidden structure into something readers can see, explore, and practice.

Why prosody matters

Prosody helps readers organize language into meaningful units, distinguish emphasis, and understand how words and phrases fit together.

What the project investigates

Our research asks how readers represent prosody, how these processes differ across readers, and whether prosodic sensitivity can be strengthened through instruction.

Theoretical foundations

Prosody Trainer’s tools draw on the metrical and prosodic-phonology tradition and on reading-science research into orthography, rimes, and grapheme–phoneme correspondences.

Hanna, P. R., Hanna, J. S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme–grapheme correspondences as cues to spelling improvement. U.S. Office of Education.

Chomsky, N., & Halle, M. (1968). The sound pattern of English. Harper & Row.

Fudge, E. C. (1969). Syllables. Journal of Linguistics, 5(2), 253–286.

Martin, J. G. (1972). Rhythmic (hierarchical) versus serial structure in speech and other behavior. Psychological Review, 79(6), 487–509. https://doi.org/10.1037/h0033467

Halle, M. (1973). Stress rules in English: A new version. Linguistic Inquiry, 4(4), 451–464.

Liberman, M. (1975). The intonational system of English [Doctoral dissertation, MIT]. (Distributed 1978 by Indiana University Linguistics Club.)

Liberman, M., & Prince, A. (1977). On stress and linguistic rhythm. Linguistic Inquiry, 8(2), 249–336.

Ladd, D. R. (1980). The structure of intonational meaning: Evidence from English. Indiana University Press.

Hayes, B. (1981). A metrical theory of stress rules [Doctoral dissertation, MIT]. (Distributed by Indiana University Linguistics Club.)

Nespor, M., & Vogel, I. (1982). Prosodic domains of external sandhi rules. In H. van der Hulst & N. Smith (Eds.), The structure of phonological representations (Part I) (pp. 225–255). Foris.

Selkirk, E. O. (1982). The syllable. In H. van der Hulst & N. Smith (Eds.), The structure of phonological representations (Part II) (pp. 337–383). Foris.

Selkirk, E. O. (1984). Phonology and syntax: The relation between sound and structure. MIT Press.

Beckman, M. E. (1986). Stress and non-stress accent. Foris.

Nespor, M., & Vogel, I. (1986). Prosodic phonology. Foris.

Hayes, B. (1995). Metrical stress theory: Principles and case studies. University of Chicago Press.

Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. D. (1995). The special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General, 124(2), 107–136.

Ladd, D. R. (1996). Intonational phonology. Cambridge University Press.

Fry, E. (2004). Phonics: A large phoneme–grapheme frequency count revisited. Journal of Literacy Research, 36(1), 85–98.

Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29.

Use Prosody Trainer

The project supports classroom demonstration, reading intervention, psycholinguistic research, and public understanding of the cognitive science of reading.

Learn

Accessible explanations

Plain-language introductions to stress, rhythm, phrasing, intonation, and implicit prosody.

Start with phrasing →
Investigate

Research tools and measures

Digital tools for examining how readers represent and use prosodic information in written language. The tools are available now; guidance on using them as research measures is being written.

Measures and research guidance in development
Teach

Classroom resources

Demonstrations, sample activities, and guided lessons for helping learners notice the prosody of written language.

Planned for a future release

Selected research

Prosody Trainer grows from a program of research on the inner voice of reading and on ways to make stress and rhythm more visible in print.

Training with orthographic stress and rhythm markers improves adult readers’ prosodic sensitivity

Gross, J., Roldan, M., Kiessel, T., Esselink, M., & Dunlap, L. (2026). Reading and Writing.

Two experiments examining whether visible stress and rhythm cues strengthen readers’ sensitivity to prosody.

View publication →

Marking stress exPLICitly in written English fosters rhythm in the reader’s inner voice

Gross, J., Winegard, B., & Plotkowski, A. R. (2018). Reading Research Quarterly.

An experimental study of how visible lexical stress cues influence the rhythm readers construct during silent reading.

View publication →

Evidence for prosody in silent reading

Gross, J., Millett, A. L., Bartek, B., Bredell, K. H., & Winegard, B. (2014). Reading Research Quarterly, 49(2), 189–208.

Evidence that readers represent prosodic structure while processing written language.

View publication →

See additional publications on Jennifer Gross’s university profile →

About Prosody Trainer

Prosody Trainer was created by Jennifer Gross, Ph.D., Professor of Psychology at Grand Valley State University. Her research examines how readers represent the sound structure of written language and whether stress and rhythm can be made more visible through instruction and digital tools.

Developed at the intersection of cognitive psychology, psycholinguistics, literacy research, and educational technology, the project supports classroom demonstration, reading research, and the development of evidence-based interventions.

University profile grossj@gvsu.edu