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Acoustic Characteristics Of Vowels Produced By Young Children From The New Orleans Area, Rebecca E. Dorsa
Acoustic Characteristics Of Vowels Produced By Young Children From The New Orleans Area, Rebecca E. Dorsa
LSU Master's Theses
Understanding dialects and their effects on speech and language is integral to the field of speech-language pathology, as dialectal differences could potentially be misdiagnosed as speech or language disorders if these factors are not well-considered. The number and organization of the vowel system of one regional dialect of American English differs from those of another regional dialects. Therefore, understanding the effect of dialect on vowel productions in children can aid in the accurate evaluation of children from various dialectal backgrounds. The aims of the proposed study were to 1) determine the age at which young children develop acoustic markers of …
"Mais, You Talk Like Me? /Ju Ra:/": Kindergarteners' Use Of Five Cajun English Phonological Features, Hannah Joy Smitherman
"Mais, You Talk Like Me? /Ju Ra:/": Kindergarteners' Use Of Five Cajun English Phonological Features, Hannah Joy Smitherman
LSU Master's Theses
Cajun English (CE) is an understudied dialect that is spoken in and around the Acadian triangle of Louisiana. Of the studies that exist, almost all have been completed with adults. The purpose of the current study was to determine if children whose parents have identified their family as Cajun use five phonological features of CE (/t, d/ for /θ, ð/, nonaspirated /p, t, k/, heavy vowel nasalization, monophthongization, and glide weakening on vowels) more frequently than those identified as non-Cajun. The participants were 11 kindergarteners who were identified as Cajun or non-Cajun and who resided in Assumption Parish in rural …
The Effects Of Morphophonic Faces As A Method For Teaching Sight Words, Ashley Jean Williams
The Effects Of Morphophonic Faces As A Method For Teaching Sight Words, Ashley Jean Williams
LSU Master's Theses
Previous studies exploring the use of superimposed pictures for sight word learning provide mixed results, with inconclusive benefits. One criticism is that even when sight word learning is enhanced, it does not improve the learner’s use of the alphabetic principle. A second criticism is that it is only feasible for easily depicted words. This study addressed these criticisms by using pictured sight words representing a hybrid between alphabet and sight word learning, MorphoPhonic Faces (MPF). MPF have the first letter drawn in the mouth of a face suggesting speech production cues. Thus, participants were provided alphabet cues first and then …