The Status Of Onset Of Somali Syllable Structure

I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.

Farrah has able to identify 186/220, or 85%, of basic sight words and 103/143, or 72%, of basic sight word phrases. Continually, Farrah attended to initial consonants making visually similar miscues, such as “one” for “on,” “gave” for “give,” and “these” for “those.” In addition, Farrah consistently substituted short vowel sounds for long vowel sounds, such as “cam” for “came,” “want” for “wait,” and “bring” for “bright.” . Farrah made similar miscues during the basic sight word phrase assessment, such as “can” for “came,” “use” for “us” and “cute” for “cut.” Both the reliance on initial consonants and the inconsistency of middle vowel sounds suggest that Farrah is unfamiliar with long vowel patterns

1. The two major independent constructs compared by the authors were onset-rime and phoneme awareness. The dependent constructs were early reading ability and general academic ability. The independent constructs were operationalised using twelve trials of a segmenting and a blending task; which was given at age five. Half of the trials involved blending phonemes and the other half involved blending onset-rime and rhymes; scores for both the tests were combined.

Throughout the course of the semester, I have conducted research into the Cayuga language, a Northern Iroquoian idiom of ~250-300 speakers based primarily in southern Ontario, Canada (Ethnologue 2015). In the first study, I looked into the basic sociolinguistic aspects affecting this language, focusing primarily on efforts to revitalize it. It is labeled by the anthropological site Ethnologue as Moribund, and by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as Extinct (Ethnologue 2015). In part one of the current paper, I will reiterate some of the points that I made previously, while further exploring the topic of language revitalization. In the second study, I focused on the Cayuga grammar system, spending considerable time looking at the phonetics and phonology of the language, as there is not much other literature available on the morphology or syntax of the language. I briefly glossed over the prosodic system in Cayuga, later

would help to facilitate word recognition. The evidence also suggests that in most cases deficits in phonological skills associated with the ability to use speech codes are likely causes of dyslexia. Definitions of phonological processing are complex, Arrow (2016) defines

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.

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

There are phonological rules that differ among African American English and Standard American English. One such difference includes the “r-deletion” which deletes /r/ everywhere except before a vowel. For example, instead of the SAE production of guard, an AAE speaker may say god (Fromkin et al., 2011). The “l-deletion” is another phonological characteristic that varies from SAE. For example, making same-sounding pairs like toll and toe (Fromkin et al., 2011). Also distinct is the glide reduction. It applies to both /ai/ and /au/ with the slight withdrawal of the onset of the second diphthong which maintains the division between the two phonemes as in wife spoken as waf (Fromkin et al., 2011). Other

American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: position statement. Retrieved from http://www.asha.org/policy/PS2005-00113/

When talking about the language development of children it consists of four domains, which are the phonological development grammatical development, lexical development and pragmatic development. Phonological development focuses on the development of speech sounds which deals with the pronunciation of the words. At my field site, which is located at Brooklyn College, I noticed two students’ phonological development. I was observing the ones class. One of the students, Nathanial was given the object ball and the teacher kept repeating herself and said, “Ball, this is a ball. Ball.” N tries to repeat after her and trying to tell he me, he lends against me and said, “ba”. Nathanial could only pronounce the beginning of the word. Then

Child G is 6 years old female and her parents express that she enjoys writing both in school and at home. Her older sister goes to sleepaway camp during the summer months and so in this piece of writing Child G talks about her weekend at her sister’s camp reunion. This writing is part of a weekly classroom activity, ‘weekend news’.

Reduplicative set seems common when an infant starts learning a language. For most people, the first words that they learned are “mama” and “papa”. It is also a language development process for young children. They use reduplicative sets frequently in order to enable the child to produce polysyllabic utterances without articulating complex structures. Ingram argues that children produce those reduplicative sounds to compensate their inability to produce the whole word. So that when they develop the sophisticated sounding techniques, they would use “mommy” and “daddy” instead of “mama” and “papa”.

Increased syllables in words such “method” to “methodical” makes it harder for children to master them until they reach adolescence. This shows us that understanding meanings of words will help in the child’s phonological development (Berk, 2013,

Flipsen Jr, P., & Parker, R. G. (2008). Phonological patterns in the conversational speech of

Every language constitutes its own sound system, and this sound system is a very important aspect when learning or studying a language. Along with this sound system are the prosodic features of a language. This study is about the phonological system and the prosodic features of