Study of Language: Phonological Variations

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

In order to develop a student’s phonological awareness I would use the following skills and activities to focus on: Sentence segmentation, syllable segmentation, followed by tither onset-rime blending as well as segmentation and finally working on phoneme segmentations themselves. The reason I focused on segmentation it that it teaches the student how to break apart words, as well as differentiate between syllables and phonemes.

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

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.

Concerning the integrated phonological approach, we learned knowledge concerning effective methods in phonological awareness intervention. Topics such as implementing intervention and adequate time, duration, and intensity are explicated. Overall, phonological intervention should be provided before children severely lag behind their typically developing peers, their severity and current knowledge will differ for all and duration and time will contrast. Essential methods entail teaching and demonstrating phonological tasks and responding to a child’s errors and correct responses. Scaffolding is beneficial, after understanding syllables and sounds, an SLP can reinforce application and independence.

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Introduction. The acquisition of the plural is dependent on multiple phonological factors that can influence the production and comprehension of the plural marker. In Spanish, the rules of plural marking are simple and considering only non-verb words, the effect of stress preceding the plural marker could determine how the plural is acquired. If the word ends in an unstressed vowel, then simply /-s/ is added onto the word; if the word ends in a stressed vowel (except é) or a consonant, then /-es/ is added; and if the word ends in an unstressed vowel followed by s, then the plural form is the same. Considering these rules, there are other elements that have to agree with the plural tense, one of them being determiners. The articles that

anguage can be rather complex. In order to communicate with the written word, you have to take into account all the nuances, intonations, and feelings associated with spoken language. And as you probably know, all spoken sentences do not have the same intent or purpose.

According to Freeman, phonological understanding is recognizing a word and be able to pronounce it. This exercise addresses this in the beginning from reading or listening exercises,

It is challenging enough for English speaking teachers to line up the strategies for phonics in such way that instructions would be explicit and clear for their students. Now imagine Russian teachers trying to make sense of English phonics and deliver this information to the students. Quite often it came across very confusing and disconnected. My first introduction to English phonics was some time in elementary school and most of it was based on pure memorization, not relying on any logical explanation about the relationship between the sounds and spelling pattern of those words. The most difficult was the two vowel sound. The idea, that it could make one sound or a rolling sound was very foreign and uncomfortable. It almost felt like a hot

Bulgarian language consists only of six vowels, which are all short vowels. In comparison, Standard American English has fifteen vowels, including the diphthongs. Often, when a Bulgarian person learns English as a second language, this fact becomes underestimated and the importance of the vowel pronunciation is undervalued. Yet, when living in the United States, often a Bulgarian speaker tries to adapt to the American English phonological system as much as he/she can, and tries to melt this difference between the mispronunciations of the vowels. However, is it possible to blend so much to the American culture and be able to pronounce all the vowels, regardless of the phonological differences? This research emphasizes on the difference between

“So does everyone understand?” Winston asks as everyone shakes their heads. “Good as for the assignments.” The scientist started as he picked up the pad from the table. Flipping to his notes, he cleared his throat.