Vowel and Introduction Onomatopoeia

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.

According to Carr, writing began in the year 8000 BC, when people would use small clay tokens that were engraved with symbols as a way to keep track of livestock and goods (Carr, The Shallows: What the Internet Is Doing to Our Brains). Then during the end of the fourth century BC, the Sumerians and Egyptians both developed their own systems of writings called cuneiform and hieroglyphs respectively. Cuneiform was a system of wedge-shaped characters whereas hieroglyphs was a system of symbols. Both incorporated what is called logosyllabic characters, characters that denoted not just things, but speech sounds too. This meant that both the reader and the writer had to work extra hard to interpret the meaning of each character. As a result, reading and writing cuneiform and hieroglyphs became so mentally stressful that its use was soon restricted to the intellectual elite who had both the time and brain power to read and write the respective system (Carr, The Shallows: What the Internet Is Doing to Our Brains). Then around 750 BC, everything changed. It was around this time that the Greeks developed the very first phonetic alphabet with vowel sounds and consonant sounds. Also, through the analyzation of all of the sounds used in spoken language, the Greeks were the first to be able to

power to evoke the sound it conveys. This is true of one of the many

Throughout a child’s early stages of life, language is used primarily for communicating with parents in order to get what they need. From as early as birth babies communicate through crying in order to tell parents what they want. Parents soon learn to distinguish between the hungry cry, the wet/dirty cry and the tired cry. According to Halliday, 1975, children begin to learn their first language from between six – eighteen months old. He believes children are learning a ‘system of meanings’. He looks at language from a functional point of view and suggests there are seven functions that language serves for young children. The first four of these functions ensure that social, emotional and physical needs are catered to, they are called, Instrumental, Regulatory, Interactional and Personal. Instrumental refers to a child using language to ensure they get what they need or want. The Regulatory function tells others what to do in order to control their behaviour. The Interactional function relates to the use of language in order to interact with the people around the child particularly those seen as important such as parents and siblings or close friends. The personal function relates to how the child uses language to explain feelings, and their own identity. The other three functions are used as children become older and want to know more about the world, tell stories and pass on information.

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

After the first couple of months, infants become more interactive with their surroundings. They are very curious and have the desire to get in touch with the world. In order to engage in such activity, they begin by utilizing their sense of touch by placing numerous objects in their mouth. In the upcoming months, infants start to use different senses such as hearing and sight to get in touch with their surroundings. Before they are even able to speak, their caregivers speak to them in differentiated speech and vocalizations as opposed to adults. The intonation and rhythm in the adult’s voice is usually different around young children, causing them to be able to get their attention. Over the years, speech language pathologists have conducted a large number of studies where it demonstrates children’s’ fascination with speech generated by humans. Levi, as summarized by the ASHA leader, conducted a study where the children successfully recited words after distinguishing the familiar and unfamiliar voices of the speakers.

The origin of speech in Homo sapiens is controversial topic since the problem is related to humans' unprecedented use of the tongue, lips and vocal organs as instruments of communication. As we know, the other animals vocalize, but do not use the tongue to modulate sounds. The most interesting scenario about this evidence, with regards to human language evolution, is the lip-smacking. According to scientists, lip-smacking has been observed as the first step towards the evolution of speech, although it is a phenomenon common in every primate. The evolution of distinctively human speech capacities has become a distinct and in many ways separate area of scientific research. Many studies have been done throughout the history regarding the origins of human language. The article about the Gelada monkeys of

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,

Developing language is one of the most important connections a child needs in his or her life because it is a connection that will be used continuously in their lives and keep developing. Children learn and communicate from the five sense. As Sara Gable and her intern Melisa Hunting argued in the Nature, Nurture and Early Brian Development, “the brain takes in the external world through its system of sight, hearing, smell, touch, and taste” (Goble and Hunting).Furthermore, when caregivers provide proper education like talking, reading or even speak in the form of the speech “parentese” (Elaine Shiver) helps the child form language. If caregivers communicate this way with their children, then the child will make connections with vocabulary and picture. Children also learn from lip reading to capture accents and different dialects. This is reason why babies pick accents from their native languages.

In the many millenniums that we have inhabited this planet, we have developed the need to be able to share and communicate information. "People began to write about 6,000 years ago. At first, they drew very simple pictures of objects [called pictographs]" (Ardley 5). The downside of pictographs were that they could translate into many things and confusing. When pictographs became inconvenient, Rebus writing was developed. "With rebus writing, one used the phonetic sounds of words created by symbols to create new words" ("The Birth"). This form of writing allowed almost anything to be written, but was very complex and needed many symbols. The phonetic alphabet was later created in order to shorten the number of symbols or letters and mainly derived from the Latin alphabet. "Overtime, the Greek alphabet gave rise to several other alphabets, including Latin, which spread across Europe, and Cyrillic, the precursor of the modern Russian alphabet" (Schumm). As the languages were spread, they were changed, forming different dialects and expanding

I have chosen for the language book entry onomatopoeia. Originally, I wrote about alliteration. I was drawn to this post because I recognized my friends last name and I wanted to see what she was writing about. The book she choose sounded interesting so I decided to go with this one. The book my classmate wrote about is called Tippy Toe Chick, Go! by George Shannon. I recognized this book from babysitting over the summer and reading this book. George Shannon has been writing children's books his whole life. He spent years as a children's librarian and later a professional storyteller, influenced his writings and stories. After reading about this author I have learned that in order to accomplish anything in life, you need to love what you are

As a teacher or parent, I think it is very important during the stage of phonological development to work on the speech sounds that children tend to avoid and become uncomfortable when coming across these sounds. There are many games and activities that can help improve phonological development at home and in the classroom. The activities used would depend on which specific sounds the child is having a difficult time pronouncing and whether that child is struggling with rhyming, syllables, blending, segmenting, onsets and rimes, etc.

Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must

Further ambiguity was found in the transcription for the word “urge” as to our untrained, English ears the two vowels sounded relatively similar with the second vowel being longer. (approximately 2-3x longer according to the oscillogram/spectrogram) However upon further prospection of the formants, we found that the F2 of the second vowel in “urge” was slightly smaller (by ~150-200 Hz), which put it at about the same F2 value of the [ʉ] in “gold,” and according to vowel charts [ø] is directly below [ʉ]. Due to the presence of the [ø] and [e] phones in Norwegian,

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