Phonological Differences

While growing up, the language spoken in my home was Punjabi, and this was spoken by my whole family, including my parents and grandparents. My parents are from Jalandhar, India and my grandparents are originally from East Pakistan, therefore our dialect of Punjabi is Doabi, which is spoken slightly differently than other dialects. Dialects are variations in language, where speakers can still understand each other. On the other hand, two different languages would be unintelligible. Punjabi is a diverse language, which has various dialects, depending on the city in Punjab one has originated from. I was born in India and lived there for a while until my family moved to Vancouver, when I was two years old.

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.

This paper investigates the contribution of early Arab scholars in general phonetics and phonology and its impact on modern phonetics. It is important to note that phonetics and phonology were not independent disciplines. Rather, they were part of other disciplines. Therefore, in terms of early Arab contribution to phonetics and phonology, their scholarship can be derived from three major areas:

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

According to Baddeley (2012), the phonological loop is assumed to comprise a short-term storage system that holds information in phonological form (the phonological store) together with a control process that maintains and rehearses information vocally or subvocally (the articulatory control process). Furthermore, spoken words enter the phonological store directly however, written material has to be recoding into phonological form before entering the phonological store (Repovs & Baddeley, 2006). In the phonological store, memory traces are assumed to decay in a few seconds however, a function of the articulatory control process is to refresh this memory trace by reciting the information subvocally which then re-enters the phonological store

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

Vowels and Consonants are two special qualities of sounds, which are present in every languages of world (Ladefoged, 2001). If one needs to speak English with proper pronunciation so one needs to learn phonetics.

Within current research, it is acknowledged that phonological impairment may result in dyslexia. A study by Lobier, Zoubrinetzky, and Valdois (2012) suggests that while phonological impairment may be the root cause in some dyslexic patients, visual processing deficits may play a significant role in dyslexia, especially in patients without phonological difficulties. More specifically, the research aimed to support the hypothesis that the “underlying impairment responsible for the VA span deficit is visual, not verbal” (2012, p. 768). To support the hypothesis, the study was designed to compare the performance of typically-developing children and dyslexic children on visual attention span tasks with verbal and non-verbal stimuli. Non-verbal stimuli were included to demonstrate the absence of

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.

The EFL phonological awareness skills test was submitted to a jury of EFL experts (see appendix C) , they were asked to determine the validity of the instrument in terms of clear instructions , items and the questions' suitability for the pupils' level. They indicated that the tests instructions were clear and the passages were suitable for pupils' levels and background knowledge. Therefore, the test was a valid measure of phonological awareness skills (Face Validity).To ensure the content validity of the test, it was developed in the light of a systematic and accurate of literature and previous studies. This accurate and systematic review determined the general form of the test, its form

According to Peña-Brooks and Hegde (2015), phonological processes describe the simplification of adult speech production based on different sound classifications. Naturally, typically developing children undergo through this process while learning how to correctly articulate their speech sounds. Each phonological process describes how a child overcomes a specific sound classification by using what they have already acquired. In their attempts to follow the adult model, these phonological processes become consistent patterns. For instance, if a child has not mastered fricative sounds then he/she might replace it with a stop otherwise known as stopping.

Southern American English possesses many phonological features that make it unique from Standard American English (*SAE), but the Southern Vowel Shift may be the most recognized feature of the Southern English dialect. The Southern Vowel Shift affected most of the southern states, but each stage of this shift may have impacted different regions of the south. For instance, the merger of vowels in words like pen and pin began occurring as early as the second quarter of the nineteenth

linguists in the past and the present. One specific reason was to gather and compile

Every language has its own phonological system and therefore reproducing foreign sounds is usually a great linguistic difficulty. The most common strategy to deal with the acoustic reproduction of loanwords is to treat them as native words, thus, speakers approximately re-interpret the sounds in loanwords following the familiar phonological framework of the hosting language. Phonological changes can be minimal or perhaps greatly, to the extent that speakers of the donor language may struggle to identify the loanword as a word of their own . The result of the adaptation of loanwords creates a certain uncertainty in the speakers. However, this instability and incertitude contribute to maintain the foreign feature alive in foreign words, in comparison to the fixed pronunciation of autochthonous words.

Grammar and syntax are in common because with syntax you are also using grammar. Knowing the parts of speech in grammar goes hand and hand with syntax. The parts of speech are: Nouns (person, place, thing, or idea), Verbs (action or being), Prepositions (time, place, or position), Adjectives (describes nouns and pronouns), Adverbs (describes verbs, adjectives, or other adverbs), Conjunctions (join words, phrases, or sentences), Interjections (express emotion or are fillers in sentences), and Pronouns (take the place of nouns) are very important in both syntax and grammar (Lunsford, 2013, pp.294-302). In the tree diagram, there are also functional categories and syntactic categories that are both grammar and syntax related.