The importance of phonology and phonetic transcription in pronunciation

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

* Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

The Sounds in Words subtest of the Goldman Fristoe Test of Articulation – Third Edition (GFTA-3) was administered to assess L.R.’s speech sound inventory. The Sounds-in-Words subtest was used to elicit L.R.’s spontaneous speech production of single words using pictures and/or verbal cues. The subtest also assesses articulation of speech sounds in all word positions at the single word

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)

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

In “Dataset A”, none of the environments overlap and the two sounds are in complementary distribution. In addition, [eʌ] is considered a “raised” [æ], making

‘Speech’ is the formation of letters to produce sounds in order to convey feelings, thoughts or ideas. An example could be combining the sounds ‘eye-aa-mm-j-ay-nn’, to form the introductory sentences of ‘I am Jane’. This also includes altering the shape of the mouth

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

As discussed within the lesson plan, the letters-sound correspondence th- /th/ was chosen as the focus for this lesson due to data from a previous phonics assessment and anecdotal evidence that supported the idea that many students are confusing the /th/ and /f/ sounds when spelling and pronouncing unfamiliar words. In particular, many students are substituting the /th/ or th in words for a /f/ or f – spelling the word “with” as “wif”. This lesson aligns directly with the standard CCSS.ELA-LITERACY.RF.1.3.A (Know the spelling-sound correspondences for common consonant digraphs) and specifically works to strengthen the correspondence between th-/th/. Additionally, by learning and gaining confidence with using digraphs students work towards the standard CCSS.ELA-LITERACY.L.1.2.E (Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions) as they begin to use these digraphs to decode and spell new words.

[p] spill b. low front vowel! [æ] tack c. lateral liquid! [l] lip d. velar nasal! [ŋ] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [č] cherry g. palatal glide! [j] yodel h. mid lax front vowel! [ε] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team

At least one or two of the following devices of sound: assonance, consonance, alliteration, onomatopoeia, and other echoic words.

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