Phonological Method

Reading is an acquired skill, developed through explicit teaching and founded upon a child’s innate ability to hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges

* We do not always know the stages of development of the child’s mother tongue.

McEvoy and Dodd (1992) reported higher incidence of atypical phonological errors in twin children in their study. The children typically use a smaller number of different speech sounds than are used in the adult language. The structure of words may be simplified and there are systematic substitutions of one sound for another.

Children are now beginning to learn letter-sound associations and are able to expand on there auditory understanding. By the age of 6 90% of children would have mastered being able to use a variety of blends and self-monitored speech. Children are able to stabilize the correct usage of irregular plurals and past and tense/ irregular verbs.

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.

The difference between Latin American Spanish (LAS) and Peninsular Spanish (PS) is something that is increasingly prominent in the global Hispanic society. These differences lie in the grammatical, lexical and phonological features of the two variations of both the variant and the original form of the language. Latin American Spanish, spoken in countries such as Mexico, Panama, Chile and Honduras all adopted the Spanish language in the late 15th century and have since made Latin American Spanish one of the most widely spoken variations of the Spanish language in the world. The difference of the phonological features between Latin American Spanish and Peninsular Spanish is a prime example, as the sounds of the vowels can differ depending on the form of the language that is being spoken. Throughout the course of this investigation, the main distinctions between the two forms of the language will be discussed in further detail, centring on the grammatical, lexical and phonological features. It is also worth noting that in Spain there are four different “co-official languages within Spain itself, these signifying the four different regions; Basque, Catalan, Galician and Basque . Therefore, it is clear that even within Spain there is a variance in the form of the language.

After assessing Eduardo in his native language to determine his literacy proficiency in Spanish, strategies that can be used to develop Eduardo’s phonological awareness are rhyme, alliteration, segmentation and blending (Caldwell & Leslie, 2013, pg. 49). Assessment of Eduardo’s phonemic awareness should include sorting tasks, counting tasks, word building and using letters (Caldwell & Leslie, 2013, pg. 57-58). Eduardo’s teacher can use read-a-louds, small group activities, repetition, and ways of incorporating Eduard’s native language into classroom and

How does language develop in early childhood? As children hit the age of 5, they can essentially master the sound system and grammar of their accustomed language and acquire a vocabulary of thousands of words. This shows the milestones of language development that typically-developing, monolingual children achieve

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.

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.

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

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

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

Morphological awareness supports a variety of literacy skills, including word identification, reading fluency, reading comprehension, and spelling. “Increased morphological awareness enables children to analyze the internal structure of words and decode them more quickly and accurately ("Morphological awareness: Implications," 2013).” Aaron exhibited problems with his morphological awareness in various spots throughout the language sample. For example Aaron said “And she felled in the thing”, “And the lady sawed her”. In these two utterances Aaron has shown a failure to meet and use the correct past tense morphology. Through intervention the SLP can influence the use of and knowledge of phonology and morphology on word recognition and spelling, ultimately increasing one’s morphological awareness.