<p>Across alphabetic writing systems, orthographies provide only partial cues to prosody, making prosodic sensitivity an important component of skilled reading. In English, readers must infer lexical stress and rhythm from opaque spelling patterns while silently constructing an inner voice. Two independent replications of the same randomized active control experiment (<i>N</i> = 528 undergraduates) evaluated an orthographic prosody training in which passages were annotated with stress and rhythm markers and practiced with feedback, after which cues were reduced to a single marker to evaluate transfer. Prosodic sensitivity was measured using a forced-choice meter judgment task in which readers selected the metrically well-formed version of a short verse line. Posttest items contained only a single stress marker, and some items included pseudowords to increase reliance on context-based stress assignment. Across both samples, the prosody group outperformed the spelling and word usage control on adjusted posttest scores. This advantage held even on minimally marked items, consistent with at least partial use of sentence-level prosodic knowledge rather than exclusive dependence on visible orthographic cues. Participants in the prosody condition also reported higher instructional satisfaction than those in the control group. These findings suggest that simple orthographic enhancements for stress and rhythm may strengthen prosodic sensitivity on marker-assisted tasks, with initial evidence of generalization to minimally marked text, highlighting prosody as a promising and actionable target for reading intervention research.</p>