Phonetics: International Phonetic Alphabet and Aspirated Alveolar Stop

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

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

* Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)

Now change the vowel sound to O: like to ote, ote, ote oh-ples and bo-no-nos

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

4 . Wou ld it b e b etter to tra n s m it a ll in voice in form a tion from th e origin to Ta m p a a n d for Ta m p a

We will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

3. Consonance - Again, very similar to the ones above, but deals with consonants in the middle of the word and repeating them.

I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

The first, A list of 10 monosyllabic words which are phonologically similar but not semantically related (A list) was adapted from (LS) “white, height, night, light tight, write, might, quiet, bite, fight” (p 30). The second list comprised of 10 words which are semantically related (B list), similar in length, word class and frequency with the phonologically related words, dear, sugar, savory, sweet, tasty, flavor, honey, dessert, candy, treat . The level of frequency of the words were determined with the use of corpus (COCA and BNC). There are slight variations in the level of frequency of the B list words. Nevertheless, The lists were presented orally and

Due to time constraints, I will focus on teaching Cody to identify the letters a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ). Mastery will consist of 80 % accuracy over seven days. These tasks will be single step.

Every language constitutes its own sound system, and this sound system is a very important aspect when learning or studying a language. Along with this sound system are the prosodic features of a language. This study is about the phonological system and the prosodic features of