Notes On The Scatter Plot Summary

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

Among them is the voicing assimilation, which can be defined as the originally voiceless sound picked up the feature voiced from another sound. For example, the word “roses” is pronounced as [rəʊzəz] that shows the voiceless / s/ picked up the voiced feature of / z/. Next, there is a devoicing feature changes in assimilation. On the contrary of voicing, the voiced sound picked up the voiceless feature of another sound which reportedly common when speakers pronounced the phrase “have to”. Originally in English, the “have” ends with the voiced phoneme / v/, [hæːv t ͪ uː] and the word “to” begins with the voiceless / t/. If some speakers devoiced / v/ into / f/, it can result in the pronunciation of

The low-front vowel æ only appears before alveolar stops and voiceless bilabial stops. [eʌ] only occurs before voiced bilabial and alveolar nasals.

0) and when there are more precursors (5 vs. 1). The proportion of voiced responses was calculated at different laterality and precursor levels, and within-subjects ANOVA was computed to look for main effects (see Table 1). The ANOVA test showed a signification main effect of laterality on voiced response (F (1, 2459) = 49.47, p < .001). More specifically, the participants were more likely to choose the voiced option when laterality is 150 (M = 0.379, SD = 0.485) compare to when laterality is 0 (M = 0.156, SD = 0.363). This confirmed the first part of Hypothesis 1, that participants would be more likely to choose the voiced option when the laterality had a higher degree of separation. This implies that when streaming occurred, the participants were more likely to hear a voiced sound. The ANOVA test also showed that there was a significant main effect of precursors on voiced responses (F (1, 2459) = 64.33, p

Stopping was found in several words where the sound /ð/ was replaced with the sound /d/. For example, the word “them” /ðɛm/ was pronounced as “dem” /dɛm/ and “mother” /mʌðɚ/ pronounced as “mudder” /mʌdɚ/. Alexis also made several substitution error as noted in the word “crab” /krӕb/, pronounced as “crap” /krӕp/ and “clown” /klaʊn/ pronounced as “cloud” /klaʊd/.

Before analyzing its first worth noting how language sounds works. Phonemes are a unit of sound languages. For words, there are also distinctive

Because there is also an effect of voicing on the fundamental frequency, the Voice Onset Time (VOT) was measured for all different consonants preceding the measured vowels(M=-23.78, SD = 40.33). The expectation was that when the vowel was preceded by a voiceless consonant, the fundamental frequency would rise. As the VOT is different in English than in Dutch (Mondini, Alphen, Miller, 2002), the distinction was made between positive and negative values. In this case, the difference of the mean is significant (independent samples t-test, t(60) = 0.021, p < 0.05).

12 5.1 Alphabet ............................................................................................................................................... 12 5.2 Double vowels ...................................................................................................................................... 13 5.3 Syllabic nasal ....................................................................................................................................... 13 5.4 Tones..................................................................................................................................................... 13 5.5 Word division ...................................................................................................................................... 13 5.6 A note on 'y' ......................................................................................................................................... 14 6. Grammatical sketch .................................................................................................................................. 15 6.1 Parts of speech ..................................................................................................................................... 15 6.2 Verbs..................................................................................................................................................... 17

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Then, in general, the interaction between phonology and morphology can be illustrated into at least four points:

The disruption of how produce vowel and consonant sounds divided into organ of speech, place of articulation and manner of articulation. Consonants are pronounced by stopping of the air, closing the lips or touching the teeth with the tongue. For example, to pronounce the sound (f) or (v) the lips touches the teeth. Vowels are pronounced by the concentration in the vocal tract. For example, to pronounce the sound (a: ) the jaws as wide as possible, the tongue in the low position and opened lips.

By utilizing phonograph developed by Edison,the properties of vowels and consonants were investigated by a person named as Hermann.The term formant, known widely nowadays, came into existence as a result of these paper.In order to these Willi’s and Wheatstone’s theories of vowels production,Hermann did an experiment of playing vowel recordings at different levels of speeds made via Edison developed phonographs.

[My students know/have the prerequisite skills to succeed in this learning segment where the central focus is IPA (International Phonetic Alphabet). These prerequisite skills are the experience of singing a varied repertoire in multiple languages and being able to maintain their individual part pitches while singing with others in lyrics, solfege syllables, or neutral syllables. While their singing communicates words with clarity in many cases, students are still learning to maintain specific vowel integrity when singing in Ecclesiastical Latin or Spanish. throughout a song. There is a tendency to revert to English sounding vowels in words such as “invisibilium” where the vowel [i] should sound as ee and the vowel [u] should sound as oo. At times, I will hear students sing this word as ihn-vih-zih-bih-lih-am, which is incorrect. This learning segment takes into consideration the fact that some students enrolled in 8th and 9th grades are not as proficient in choral singing as the 10th, 11th, and 12th grade students. The 8th and 9th grade students are still learning to sing with pure vowel sounds. Therefore the learning segment starts from “scratch” with exercises that help students physically feel and recognize vowel formation and sound, progressing in small increments towards the goal of identifying and applying IPA vowels to singing (Duke, 2012). My students with IEP/504 plans are still learning to maintain vowel integrity when singing with others in Ecclesiastical

The difference between voicing and voiceless consonants is the voicing that occurs during the stop closure interval. The consonant is voiced when there is voicing, while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason (1964) do not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a distinction feature like the vocal cords voicing. For that reason, they proposed a distinction feature between voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as ?the time interval between the burst that marks release of the stop closure and the onset of quasi-periodicity that reflects laryngeal vibration? (1964, 422).

The feature theory was most famously developed for phonology by Trubetskoy (1939), with significant extensions by Jakobson, Fant and Halle (1952) and Chomsky and Halle (1968). In this paper, the history of each feature theory will be summarized and the main arguments of each theory outlined. Each theory will then be critiqued and evaluated with the end point establishing which among these feature theories would be most necessary to use in doing phonological analysis.