Previous research indicates that emotion words are processed differently from neutral words, and thisemotionality effect has shown to enhance comprehension as well as learning in certain conditions (e.g.,Megalakaki et al., 2019; Tyng et al., 2017). We explored whether these emotion effects also apply toemotional prosody (emotion conveyed through tone of voice in spoken language), in a school setting. Weasked 77 children in elementary and lower middle school (mean age = 8.84 years, SD = .67) and 96 childrenin upper middle and lower junior high school (mean age = 12.2 years, SD = .80) to listen to audio recordingsdescribing various items and places (e.g., a traditional Northern Swedish mitten, an old Viking castle etc.).The descriptions were read either with a positive or neutral prosody, and participants were asked fivequestions about each text. Preliminary analyses for the younger children show no significant difference inaccuracy (number of correct answers) between the positive and neutral descriptions (p > .05). However, theolder children were significantly more accurate in the positive than the neutral condition, t(95) = 2.2, p = .021,d = 0.24. These results will be discussed in relation to the development of prosody (including the so-calledsemantic bias in younger children). The results indicate that there may be an effect of prosody in learning,particularly for older children, and may be useful in educational settings, not least in further research onInformation and Communication Technology (e.g., text-to-speech tools for children with special needs).