Top-Down Influences On Spoken Word Recognition

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes.

It is helpful to think of it as the system that you use to mentally rehearse information by repeating it over and over again4. And the Phonological Store (The Inner Ear – but not to be confused with the canals in your actual ear) The phonological store uses a sound based code to store information, but this information decays after about 2 seconds, unless it is rehearsed by the articulatory control system. The phonological store receives its input either directly from the ears or from long term memory. If you imagine your favourite piece of music you are using your phonological store.5 The phonological loop explains why the word length effect occurs – the fact that people cope better with short words than long words in working memory (short-term memory). It would appear that the phonological loop holds the amount of information that you can say within 2 seconds (Baddeley et al, 1975). This makes it hard to remember a list of long words such as ‘anthropomorphic’ and ‘representative’ compared to shorter words like ‘walk’ or ‘again’. The longer can’t be rehearsed on the phonological loop because they don’t fit (into the two second limit). But the word length effect goes away if a person is given an articulatory suppression task, for instance if you are asked to say ‘the the the…’ while reading a group of words. This repetitive task ties up the articulatory process and means you can’t rehearse the shorter words more quickly than the

It has been stated that when we communicate with people only 7% percent of the communication is made up from the words in which we speak and the remaining 93% is made up from tone and volume of the words (38%) and our body language (55%). Although commonly quoted these figures are in fact quoted out of context from the original two limited experiments undertaken by Albert Mehrabian et al in 1967. If this were so then we

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”.

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

The participants were shown drawings of items expected to be within their vocabulary and asked to identify items with a common phonemes – in half of the sets, the common phoneme would also have a common grapheme, and in the other half, it would not – making reliance on phonological awareness, as opposed to orthographic, important for identifying the common phonemes. One could question the extent to which lack of world knowledge may have affected results for deaf participants in both studies. Overall, this test appeared to be used to gauge the orthographic and phonemic/phonological levels for each of the participants before moving on to the test which was more differentiated for the study. Having a common baseline for all student participants in Miller’s studies would seem to increase the extent to which the results of one study can be compared to another

Despite having numerous species roaming the Earth, infants and young children are more fascinated with human speech. There are certain characteristics in human speech that distinguish it from any other species found in Earth. Previous studies performed by speech language pathologists show that infants and young children are particularly fond of familiar voices, and are easily able to respond more quickly to them as opposed to strangers. Whether the adults realize it or not, they speak to their children differently than to an adult. The intonation and rhythm in the adult’s voice are usually different around young children, causing the adults to be able to get the children’s attention. Over the years, speech language pathologists have conducted

The most surprising thing that I learned during this course is the amount of planning that goes into everyday speech. I never realized so many anatomical features must be accessed to produce one sound, which combines with others to produce words, sentences, and paragraphs. I also neglected the effect that breathing has on speech. Some much must occur, that is nearly automatic, for a person to inhale enough air to produce a simple statement. However, we, as human, don’t have to think about this phenomenon unless we are in a speech class. Another thing, biologically, that surprised me was that different areas of the brain

The article “A ROWS is a ROSE: Spelling, sound, and reading” Van Orden researches the effects of stimulus word phonology. This study was design to find out whether when a homophonic word was placed in a category whether the participant could identify the “homophone foils.” The procedure was as follows: participants were seated in front of a Gerbrands B1128 Harvard Model T-3A tachistoscope

(2015), the focus of the research expands on previous findings that there is a modulatory role of primary language in learning to read a secondary language. The phonological aspect is of particular concern as the researchers distinguish between addressed and assembled phonologies. Known as the dual-route model of word learning, assembled phonology (i.e. grapheme-to-phoneme mapping) is typically utilized to read unfamiliar words whereas addressed phonology makes use of the relationship between the visual appearance of words and their sounds, and is consequently employed for familiar word reading. Due to the differences in orthography between English and Chinese, it is unsurprising that alphabetic languages emphasize assembled phonology while logographic languages, without letter-phoneme mappings, rely on addressed phonology. As found in Cao, Brennan, & Booth (2015), existing research indicates that cognitive and neural mechanisms can be shaped by native language. In Mei et al. (2015), the assimilation-accomodation hypothesis essentially posits that these influentially developed neural mechanisms will inevitably affect the processing of a second language. The present study adopted a Korean artificial language training paradigm in order to examine the potential differences hypothesized to exist between native English speakers and native Chinese speakers. The recruits consisted of 42 native Chinese speakers and 43 native English speakers, neither of which had prior experience with the Korean language. Within both samples, participants were divided in terms of the type of training (i.e. addressed phonology vs assembled phonology). A total of 120 artificial language words were used. They were divided into two groups of stimuli in which some were trained words and others were not trained words (in order to detect the transfer of learning). Participants were asked to read each presented word with haste and precision in mind. Data was collected through an

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.

Listening and Spoken Language (LSL) is a common learning method that involves the Auditory-Oral approach and the Auditory-Verbal approach. The Auditory-Oral approach highlights the use of residual hearing with continually practicing verbal language. An individual should use amplification devices or cochlear implants at all times. If a child is undergoing the auditory-oral approach, he/she will be taught with other students with hearing loss. While going to school, the individuals with hearing loss will receive speech and language therapy and experience auditory growth. The teachers will send home materials for the parents to continue the learning process in the home. The Auditory-Verbal approach, emphasizes the use of residual hearing

\citet{hall2009probabilistic} proposed an information theoretic account of the perceptual effect of phonological status. An information theoretic view on human cognition assumes that increase in the amount of information content in messages negatively affects the processing of the messages \citep[e.g.][]{broadbent1982task, webster1954responding}. The amount of information is measured in entropy, which is an index of unpredictability. When messages are more unpredictable, their entropy is higher and their information content is higher \citep{shannon1949mathematical, shannon1951prediction}. Messages with more information content require more processing energy in the brain \citep[e.g.][]{harrison2006encoding, sinkkonen1999information}. Therefore,

Increasing the number of words isn’t enough because the speech recognition system is unable to differentiate words like ‘to’ and ‘two’ or ‘right’ and ‘write’ (6 ,p.98).