Phonetics: Language, A Language As A Universal Language

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

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

The literacy rates among fourth grade students in America are sobering. Sixty six percent of all U.S. fourth graders scored "below proficient" on the 2013 NAEP reading test, meaning that they are not reading at grade level. Even more alarming is the fact that among students from low-income backgrounds, 80 percent score below grade level in reading (Students First, 2014).

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

Phonology – use of sounds and how sounds are organized and used in natural languages.

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

Mitri, Souraya, and Mansour Terry. "Phonological Awareness Skills in Young African American English Speakers." Reading and Writing 27.3 (2014): 555-69. Print.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

1- Naom Chomsky is a linguist who teaches M A T. 2- Phonetics is the study of speech sounds . 3- All spooking languages choose sound produced by the upper respiratory systems. 4- In one dialect the English Cat the noun and Cat the verb are pronounced the same . 5- Some people think phonetics is very interesting . 6- Victoria Fromkin, Robert Rodman, Nina Hyams are

In the same way that no two individuals are alike, nor are any two families with deaf or hard of hearing members. Due to the various ways that hearing loss can occur, the occurrence of hearing loss in any one family can vary. There are families with deaf parents and hearing children. There are families with deaf parents and deaf children. There are families who have never encountered a deaf or hearing impaired person that suddenly have a child who is deaf or hard of hearing. Hearing impairment affects different families in different ways. Many believe that families where both parents and the children are deaf or hard of hearing have an advantage, because the parents are already a part of the deaf culture and thus their children are born into the community. Meanwhile, hearing parents who birth a deaf or hearing impaired child have to adjust to a new way of relating to and communicating with not only their child, but also with those involved in the rearing of that child. Fortunately for these parents, organizations like the Center for the Deaf and Hard of Hearing exist to provide these families with resources, funds, and education to help them tread on unfamiliar territory. These kinds of organizations connect all families who have members with the disability, and no matter the family dynamic, there are resources for them to take advantage of, including legal aid. As seen in the short clip from the Center for the Deaf and Hard of Hearing, early childhood, around the time of

For this assessment I have been required to compare English with another language. I have decided to choose Mandarin as my language of choice. A major elements of languages will be compared in this essay. That being phonology. Phonology is defined as being “the study of the way speech sounds form patterns”.(Victoria Fromkin 2009). As (Hammond 1999) describes, every spoken language has a unique system whereby sounds are organised. This unique pattern of pattern can be termed phonology and varies widely in geographical and social differences.

Suprasegmental variables are the melodic and rhythmic components of speech across segmental boundaries, also called prosody. They can affect intelligibility as well as imply additional meaning. The main variables are intonation, stress, and rhythm. These deal with pitch, prominence, and length across a phrase, respectively, although each of these variables have significant interconnections. Intonation is the suprasegmental factor that can greatly affect the meaning of a phrase. An intonation pattern is a measure of how pitch varies across a phrase. Specific patterns, like rising pitch at the end of a phrase, can imply a question and other patterns can imply other meanings. Intonation can also inform the listener as to when the speaker is finished talking by raising or lowering pitch at the end of a phrase. Monopitch, or lack of intonation, produces a reduction in intelligibility. When studying pitch related to speech a conversion from frequency to semitones is often calculated because this gives an equalized representation across male/female speakers. Stress can be found within words and within sentences. Stress is a change in the force or effort given to a word. This can be seen in fundamental frequency, intensity, duration, or any combination of these factors at once. Stress changes the prominence of certain words in a phrase, as well as possibly changing the meaning of a word. Through changing the prominence of certain words stress has an effect on intonation patterns.