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Articles 1 - 19 of 19
Full-Text Articles in Phonetics and Phonology
The Effects Of Cued Speech On Phonemic Awareness Skills, Jessica M. Phillips
The Effects Of Cued Speech On Phonemic Awareness Skills, Jessica M. Phillips
Masters Theses
Research suggests phonemic awareness is enhanced through multimodality training. Cued Speech is a multimodality system that combines hand signs with mouth movements to represent phonemes of the spoken language. This system has been utilized successfully in developing phonological awareness with children with hearing loss. However, no research is available on its effectiveness with children who are not deaf or hard-of-hearing. The efficacy of the use of Cued Speech for the enhancement of phonological skills in typically developing 1st grade students was evaluated in this study. Twenty-six 1st graders identified as low-achieving readers by their classroom teachers were administered the …
Lenition, Naomi Gurevich
A Critique Of Markedness-Based Theories In Phonology, Naomi Gurevich
A Critique Of Markedness-Based Theories In Phonology, Naomi Gurevich
Faculty Research and Creative Activity
The notion of markedness has been prevalent in phonology since its use by one of the founders of the Prague school of phonology, Trubetzkoy (1939). In contemporary writing it is most often used as a measure of the relative naturalness of linguistic elements. In this paper I explore the use of markedness in phonology literature and argue that it is an ill-defined notion that relies on circular reasoning and, quite often, leads to conflicting or vacuous predictions. Specifically, I question the generative theory-internal notion that markedness is encoded in the grammar. I focus on the multi-dimensional aspect of markedness in …
Phonemic Awareness: One Approach To Individualized Instruction, Kimberly M. Ochs
Phonemic Awareness: One Approach To Individualized Instruction, Kimberly M. Ochs
Masters Theses
This study examined the effectiveness of a recently developed set of individualized lessons for kindergarten children at-risk for reading problems because of limited phonemic awareness skills. Four participants were selected via teacher referral and a score below the 25th percentile on the Test of Phonological Awareness. Sixteen lessons (focusing on six phonemes) and weekly assessments followed the selection of the participants. Each child was individually instructed in two 10-15 minute sessions each week for eight weeks and then given an assessment at the end of each week. Single case design was utilized to document the effectiveness of the …
Reduplication In Southern Paiute And Correspondence Theory, Naomi Gurevich
Reduplication In Southern Paiute And Correspondence Theory, Naomi Gurevich
Faculty Research and Creative Activity
In Southern Paiute, word initial w is realized as a labialized velar nasal intervocalically if it finds itself in such an environment upon morphological concatenation. McCarthy and Prince (1995) argue that a serial analysis of this alternation vis-à-vis reduplication leads to an ordering paradox, but an Optimality Theoretic analysis of the interaction between reduplication and the morphophonemic alternation in the language is able to account for the data. This analysis of Southern Paiute data, along with a handful of other examples in their work, is put forth by McCarthy and Prince as strong evidence in support of Correspondence Theory. I …
Phonological Awareness Training: Effects On Phonological Awareness And Reading Skills, Cassie Nelson
Phonological Awareness Training: Effects On Phonological Awareness And Reading Skills, Cassie Nelson
Masters Theses
Past research has established that phonological awareness skills are an important precursor to the development of reading (Jenkins & Bowen, 1994; Catts & Karnhi, 1986; Bradley & Bryant, 1978; Frith, 1981). Results of numerous phonological awareness training programs have been published (Ball & Blachman, 1988, 1991; Lundberg, Frost, & Petersen, 1988; Bradley & Bryant, 1983, 1985), however, none have compared the roles of professionals involved in teaching phonological awareness skills. Additionally, the effectiveness of various service delivery models has not been reported. This study was conducted to examine the effectiveness of a phonological awareness training program on kindergarten children's phonological …
The Use Of Quasi-Words In Normal Phonological Development, Shelly Genseal Roat
The Use Of Quasi-Words In Normal Phonological Development, Shelly Genseal Roat
Masters Theses
This study examined the use of quasi-words in eight normally developing infants from eight-and-one-half months to ten-and-one-half months . The infants were video-taped for thirty minutes once a week for 16 consecutive weeks . Spontaneous utterances were transcribed and categorized as babbling, quasi-words, or true words . Utterances were additionally analyzed to determine phonetic inventories, dominant place and manner, and syllable shapes.
Results revealed the use of quasi-words by all subjects . Further analysis revealed that subjects utilized two types of quasi-words, primitive quasi-words and complex quasi-words. Results revealed a correlation between complex quasi-words and true-words . Results further revealed …
A Phonological And Morphological Analysis Of Two-Year Old Children's Utterances Of Final /S/ And /Z/ In Nouns, Janice Brewer
A Phonological And Morphological Analysis Of Two-Year Old Children's Utterances Of Final /S/ And /Z/ In Nouns, Janice Brewer
Masters Theses
The purpose of this study was to examine, from a phonological and morphological point of view, two-year old children's utterances of final /s/ and final /z/ in singular (CVC) and plural (CVCC) forms.
The subjects were 32 two-year old children who attended day-care centers. There were 13 males and 19 females, ranging in age from 26 months to 36 months, with an average age of 29 months.
In a 16 item test, each of the 32 children named eight singular nouns (/bʌs/, /haus/, /fers/, /maus/, /nouz/, /tʃiz/, /rouz/, /hous/) and eight plural nouns (/kʌps/, /hæts/, /keɪks/, /sɑks/, /bɔlz/, /gʌnz/, /bɛdz/, …
Phonetic Context And Articulation Therapy Of /R/ Blends, Deborah D. Cline
Phonetic Context And Articulation Therapy Of /R/ Blends, Deborah D. Cline
Masters Theses
No abstract provided by author.
A Phonetic Context Analysis Of General American Consonants And Vowels, John Edward Dorn Jr.
A Phonetic Context Analysis Of General American Consonants And Vowels, John Edward Dorn Jr.
Masters Theses
No abstract provided by author.
A Phonetic Context Analysis Of Nine Frequently Misarticulated Sounds, Katherine Ann Little
A Phonetic Context Analysis Of Nine Frequently Misarticulated Sounds, Katherine Ann Little
Masters Theses
No abstract provided by author.
Comparisons Of Phonetic Context Distributions In Lexical And Child-Generated Nonsense Utterances, Dona Diane Evans
Comparisons Of Phonetic Context Distributions In Lexical And Child-Generated Nonsense Utterances, Dona Diane Evans
Masters Theses
No abstract provided by author.
Comparisons Of Phonetic Context Distributions In Lexical And Adult-Generated Nonsense Utterances, Patricia Diane Frankland
Comparisons Of Phonetic Context Distributions In Lexical And Adult-Generated Nonsense Utterances, Patricia Diane Frankland
Masters Theses
No abstract provided by author.
A Durational Analysis Of Inter-Syllabic And Intra-Syllabic /R/ Blends, Jerry E. Wasson
A Durational Analysis Of Inter-Syllabic And Intra-Syllabic /R/ Blends, Jerry E. Wasson
Masters Theses
No abstract provided by author.
Auditory Discrimination And Phonetic Contexts In School Age Children, Mary Anne Hanner
Auditory Discrimination And Phonetic Contexts In School Age Children, Mary Anne Hanner
Masters Theses
No abstract provided by author.
A Durational Analysis Of Inter- And Intra-Syllabic /S/ Blends, Ajit Harisinghani
A Durational Analysis Of Inter- And Intra-Syllabic /S/ Blends, Ajit Harisinghani
Masters Theses
No abstract provided by author.
A Phonetic Context Approach To Articulation Therapy For /R/, Karen W. Ettinger
A Phonetic Context Approach To Articulation Therapy For /R/, Karen W. Ettinger
Masters Theses
No abstract provided by author.
Comparison Of /S/ Acquisition Under Block Vs. Intermittent Scheduling, Vicki Tripp
Comparison Of /S/ Acquisition Under Block Vs. Intermittent Scheduling, Vicki Tripp
Masters Theses
No abstract provided by author.
Phonetic Context And Articulation Ability, Carole Schneider
Phonetic Context And Articulation Ability, Carole Schneider
Masters Theses
No abstract provided by author.