Minimal Sonority Distance requirements. LING 451/551 Winter 2011
|
|
- Aleesha Blake
- 7 years ago
- Views:
Transcription
1 Minimal Sonority Distance requirements LING 451/551 Winter 2011
2 Sanskrit vs. Ancient Greek clusters Word initial, medial onset clusters differ Medial onset clusters not driven by Maximal Onset Principle Sonority Hierarchy for both lgs. glide - liquid nasal fricative - stop Minimum sonority distance requirement
3 Ancient Greek (400 B.C.) 2 types of onset clusters Core onset clusters word-internal or word-initial Marginal onset clusters word-initial only
4 Core onset clusters r l n p pn t tl k kl kn g gr
5 Core onset clusters in Greek Onset Formation σ C x C y where C x is less sonorous than C y (Also Minimum Sonority Distance requirement, below)
6 Marginal onsets m s p t d s sm sp z zd p ps k kt Note: Sonority decrease: [sp], [zd] Sonority plateaus: [kt]
7 Marginal onset clusters created by special adjunction word [ σ C C no sonority requirement
8 Why 2 types of onset clusters 1. Perfect formation /Ce/- (C reduplication) with core onset clusters /kleph/ ke-klopha 'steal' /e/- alone with vowel initial roots /angel/ e-angelka 'announce' [a:ngelka] /e/- with marginal onset clusters /kten/ e-ktona 'kill'
9 Analysis of perfect formation Form core syllables (klo)(pha) k(to)(na) Required of core onsets Sonority increase Minimal sonority distance of two glid liq nas fric glid liq nas fric stop stop kl kt
10 Perfect formation Prefix /e/- to all forms; syllabify e-klopha: (e)(klo)(pha) e-ktona: (ek)(to)(na) Reduplicate stem initial consonant if syllable initial (e)(klo)(pha) (ke)(klo)(pha) (ek)(to)(na Unusual case of P (syllabify) before M (reduplication) our model: M > P
11 2. Stress differentiates core, marginal onsets For medial core onset V 1 in V 1 CCV 2 scans as light : i.e. V 1.CCV (e.g. V.grV) (open syllable) For medial CC with same segments as word-initial marginal onset V 1 in V 1 CCV 2 scans as heavy : i.e. V 1 C.CV 2 (e.g. Vs.mV) (closed syllable, must be accented)
12 Sanskrit onsets Like Greek Core vs. marginal onset clusters Different from Greek Different MSD requirement
13 Sanskrit core onsets Core onset clusters need only be separated by one step of Sonority Hierarchy glide - liquid nasal fricative - stop r m ñ s ʂ s ś p d ʤ k śr dr sm ʤñ ps kʂ Triconsonantal: k
14 Sanskrit marginal onsets Fricative+stop [st, śc] only word-initially, by special adjunction
15 Summary of Greek, Sanskrit Word-internal syllabification obeys Son Hier, Minimum Sonority Distance Requirement 2 steps: Greek 1 step: Sanskrit Word edge syllabification Special adjunction (not subject to Son Hier, MSD requirements)
16 Ancient Greek Data on class web site Mycenean (Linear B) samples: arb.pdf
17 "Determine what decision the [orthographic] system makes to deal with the problem posed by consonant clusters." More generally, what is the mapping between phonology, orthography? Word-final consonants are not written knossos <ko-no-so> deksiwos <de-ki-si-wo> ksenwos <ke-se-nu-wo>
18 The first consonant in certain consonant sequences is not written aleksandra <a-re-ka-sa-da-ra> phasgana <pa-ka-na> phulakphi <pu-ra-pi> knossos <ko-no-so> The consonant sequences which are not represented orthographically consist of nasal+stop s+stop stop+stop s+s clusters with no sonority increase from C 1 to C 2
19 The high vowel [i] is not written in: aiksma <a-ka-sa-ma> If [i] in [aiksma] is really a glide [j], then another C not written is j + stop another cluster with no sonority increase from C 1 to C 2
20 The first consonant in other clusters is written (with copy of following vowel) aleksandra <a-re-ka-sa-da-ra> knossos <ko-no-so> deksiwos <de-ki-si-wo> ksenwos <ke-se-nu-wo> aiksma <a-ka-sa-ma> dosmiya <do-si-mi-ya> These consonant sequences consist of: stop + s stop + nasal stop + s + nasal stop + liquid s + nasal nasal + glide clusters in which sonority increases from C 1 to C 2
21 "Determine what decision the [orthographic] system makes to deal with the problem posed by consonant clusters." In the first type of cluster, not represented orthographically, there is a syllable boundary between the consonants, whereas in the second type of cluster, the consonants are tautosyllabic. Onsets, but not codas, are orthographically represented.
22 "Does this result shed any light on the syllabic structure operative in this dialect of Greek?" Apparently words were syllabified knos.sos de.ksi.wos kse.nwos a.le.ksan.dra phas.ga.na phu.lak.phi ai.ksma do.smi.ya Permitted onset clusters consisted of glide liquid nasal fric glide liquid nasal fric stop nw stop dr kn ks sm
23 Assuming Son Hier glide - liquid nasal fricative - stop Then MSD requirement = 1 in Mycenean 1 step separation: [sm], [ks] 2 step separation: [nw], [kn] 3 step separation: [dr]
24 Assuming that the Attic dialect discussed in section 6.5 is a later descendant of Mycenean, can you say anything about whether Sanskrit or Attic syllabification more closely reflects the system that must have operated in PIE?" Attic (4th c. BC) Mycenean ( BC) kl, tl nw ks, ksm Sanskrit śr gr dr dr sm kʂ, kʂɳ, ps sm kn, pn kn ʤñ
25 Attic (4th c. BC) Mycenean ( BC) Sanskrit MSD = 2 MSD = 1 MSD = 1
26 Simplest historical scenario PIE (MSD=1) Mycenean (MSD=1) Attic (MSD=2) Sanskrit (MSD=1) Attic has innovated by imposing a more stringent requirement on clusters
27 Alternative scenario PIE (MSD=2) Mycenean (MSD=1) Sanskrit (MSD=1) Attic (MSD=2) 3 historical changes required
The sound patterns of language
The sound patterns of language Phonology Chapter 5 Alaa Mohammadi- Fall 2009 1 This lecture There are systematic differences between: What speakers memorize about the sounds of words. The speech sounds
More informationCommon Phonological processes - There are several kinds of familiar processes that are found in many many languages.
Common Phonological processes - There are several kinds of familiar processes that are found in many many languages. 1. Uncommon processes DO exist. Of course, through the vagaries of history languages
More informationStricture and Nasal Place Assimilation. Jaye Padgett
Stricture and Nasal Place Assimilation Jaye Padgett Stricture Stricture features determine the degree of constriction in the vocal tract; [son], [ cons], [cont] [-cont]: Verschluss im mediosagittalen Bereich
More informationDRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
More informationRendering/Layout Engine for Complex script. Pema Geyleg pgeyleg@dit.gov.bt
Rendering/Layout Engine for Complex script Pema Geyleg pgeyleg@dit.gov.bt Overview What is the Layout Engine/ Rendering? What is complex text? Types of rendering engine? How does it work? How does it support
More informationBetween voicing and aspiration
Workshop Maps and Grammar 17-18 September 2014 Introduction Dutch-German dialect continuum Voicing languages vs. aspiration languages Phonology meets phonetics Phonetically continuous, phonologically discrete
More information1.- L a m e j o r o p c ió n e s c l o na r e l d i s co ( s e e x p li c a r á d es p u é s ).
PROCEDIMIENTO DE RECUPERACION Y COPIAS DE SEGURIDAD DEL CORTAFUEGOS LINUX P ar a p od e r re c u p e ra r nu e s t r o c o rt a f u e go s an t e un d es a s t r e ( r ot u r a d e l di s c o o d e l a
More informationThe Decipherment Process
The Decipherment Process The story of the decipherment of Linear B begins with its first discovery at Knossos on Crete. A Greek businessman and antiquarian, Minos Kalokairinos, conducted excavations at
More informationWord Journeys & Words Their Way Correlation Chart Note: ES = Emergent Spellers LN = Letter Name WW = Within Word SA = Syllables and Affixes
Note: Waynesboro Public Schools requires the use of the Developmental Spelling Assessment (DSA) found within the Word Journeys book written by Kathy Ganske. This assessment is administered 3 x/year on
More informationSYLLABLE STRESS IN URDU
202 SYLLABLE STRESS IN URDU SHANZA NYYAR ABSTRACT Syllable stress plays a vital role in determining the pronunciation of a word in any language. In every language where the stress exists, a particular
More informationRemarks on Markedness
Remarks on Markedness Paul Kiparsky Stanford University TREND 2, Jan. 22 1994 Featural Markedness (1) How should a phonologicaltheory based on defeasible rankedconstraints reflect the asymmetry between
More informationDevelopmental Verbal Dyspraxia Nuffield Approach
Developmental Verbal Dyspraxia Nuffield Approach Pam Williams, Consultant Speech & Language Therapist Nuffield Hearing & Speech Centre RNTNE Hospital, London, Uk Outline of session Speech & language difficulties
More informationA Typology of English Consonant Clusters
A Typology of English Consonant Clusters Csaba Csides 1 Abstract: This paper concentrates on the classification of English biconsonantal clusters and makes an attempt at giving a principled answer to the
More informationEvaluation of a Segmental Durations Model for TTS
Speech NLP Session Evaluation of a Segmental Durations Model for TTS João Paulo Teixeira, Diamantino Freitas* Instituto Politécnico de Bragança *Faculdade de Engenharia da Universidade do Porto Overview
More informationTypical Development of Speech in Spanish in Comparison
Typical Development of Speech in Spanish in Comparison to English Bilinguistics Inc. This course is offered by Bilinguistics, an ASHA Approved CE Provider Content Area: Basic Communication Processes Instructional
More informationVictims Compensation Claim Status of All Pending Claims and Claims Decided Within the Last Three Years
Claim#:021914-174 Initials: J.T. Last4SSN: 6996 DOB: 5/3/1970 Crime Date: 4/30/2013 Status: Claim is currently under review. Decision expected within 7 days Claim#:041715-334 Initials: M.S. Last4SSN: 2957
More informationAbout the KS2 Spelling Resources on SaveTeachersSundays.com
About the KS2 Spelling Resources on SaveTeachersSundays.com The new curriculum has statutory requirements for which graphemes (spelling patterns) and words need to be taught in each year group. The Spelling
More informationA Student s Introduction to Biblical Hebrew DRAFT COPY NOT FOR DISTRIBUTION. By Andrew G. Vaughn
A Student s Introduction to Biblical Hebrew DRAFT COPY NOT FOR DISTRIBUTION By Andrew G. Vaughn This chapter introduces the essential features required to begin reading Hebrew. This textbook focuses on
More informationPut the human back in Human Resources.
Put the human back in Human Resources A Co m p l et e Hu m a n Ca p i t a l Ma n a g em en t So l u t i o n t h a t em p o w er s HR p r o f essi o n a l s t o m eet t h ei r co r p o r a t e o b j ect
More informationLing 103 Transcription of English Syllable Structure
Ling 103 Transcription of English Syllable Structure General American English Consonants and Glides labial coronal dorsal laryngeal voiceless stop p t k voiced stop b d g voiceless affricate voiced affricate
More informationReading/Fluency Standards Based Annual Goals
Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will
More informationReading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
More informationThe Sacred Letters of Tibet
The Sacred Letters of Tibet TIBET IS another arena of confluence of two ancient cultures. Tibet adopted government organization and social standards from China. But its spiritual guidance came from Buddhism.
More information1. Oblast rozvoj spolků a SU UK 1.1. Zvyšování kvalifikace Školení Zapojení do projektů Poradenství 1.2. Financování 1.2.1.
1. O b l a s t r o z v o j s p o l k a S U U K 1. 1. Z v y š o v á n í k v a l i f i k a c e Š k o l e n í o S t u d e n t s k á u n i e U n i v e r z i t y K a r l o v y ( d á l e j e n S U U K ) z í
More informationPhonics Scope and Sequence Struggling or At Risk Readers. Phonological Awareness and Letter Naming : Early Literacy Kindergarten or first grade 1
Phonics Scope and Sequence Struggling or At Risk Readers Phonological Awareness and Letter Naming : Early Literacy Kindergarten or first grade 1 Phonological Awareness 1. Hearing Rhymes 2. Producing rhymes
More informationSCO TT G LEA SO N D EM O Z G EB R E-
SCO TT G LEA SO N D EM O Z G EB R E- EG Z IA B H ER e d it o r s N ) LICA TIO N S A N D M ETH O D S t DVD N CLUDED C o n t e n Ls Pr e fa c e x v G l o b a l N a v i g a t i o n Sa t e llit e S y s t e
More informationInterpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
More informationOverview of Spellings on www.spellzoo.co.uk
Overview of Spellings on www.spellzoo.co.uk Year 1 Set 1: CVC words Set 2: CVC and CCVC words Set 3: CVC, CCVC and CCVCC words Set 4: Words containing 'ch', 'sh', 'th' and 'wh' Set 5: Words ending in 'll',
More informationImproving Text Entry Performance for Spanish-Speaking Non-Expert and Impaired Users
Improving Text Entry Performance for Spanish-Speaking Non-Expert and Impaired Users Francesco Curatelli curatelli@dibe.unige.it Chiara Martinengo martinen@dima.unige.it University of Genova, Italy Oscar
More informationDegrees of (Un)acceptability in Syllable Contact. Katharina S. Schuhmann Katharina.Schuhmann@alumni.stonybrook.edu
Degrees of (Un)acceptability in Syllable Contact Katharina S. Schuhmann Katharina.Schuhmann@alumni.stonybrook.edu This paper presents empirical evidence that phonological grammar determines different degrees
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationI n la n d N a v ig a t io n a co n t r ib u t io n t o eco n o m y su st a i n a b i l i t y
I n la n d N a v ig a t io n a co n t r ib u t io n t o eco n o m y su st a i n a b i l i t y and KB rl iak s iol mi a, hme t a ro cp hm a5 a 2k p0r0o 9f i,e ls hv oa nr t ds eu rmv oedye l o nf dae cr
More informationd e f i n i c j i p o s t a w y, z w i z a n e j e s t t o m. i n. z t y m, i p o jі c i e t o
P o s t a w y s p o і e c z e t s t w a w o b e c o s у b n i e p e і n o s p r a w n y c h z e s z c z e g у l n y m u w z g lb d n i e n i e m o s у b z z e s p o і e m D o w n a T h e a t t i t uodf
More informationW Cisco Kompetanse eek end 2 0 0 8 SMB = Store Mu ll ii gg hh eter! Nina Gullerud ng ulleru@ c is c o. c o m 1 Vår E n t e r p r i s e e r f a r i n g... 2 S m å o g M e llo m s t o r e B e d r i f t e
More informationA Grammar of Ajagbe. Eric A Morley
A Grammar of Ajagbe Eric A Morley March 12, 2011 Copyright Information This work is licensed under the Crive Commons Public Domain License. To view a copy of this license, visit http://crivecommons.org/licenses/publicdomain/
More informationLesson 1: Hiragana. The syllabaries
Lesson 1: Hiragana The first step we will take on your journey through MangaLand will be to learn a little about the Japanese writing system: we are obviously talking about those inscriptions which many
More informationCURRICULUM VITAE. Name : Mehmet S. Yavas
Name : Mehmet S. Yavas CURRICULUM VITAE Address: Florida International University Linguistics Program University Park Campus Miami, FL 33199 Phone : (305) 348-2992 Fax : (305) 348-3878 e-mail : YAVASM@FIU.EDU
More informationOnline EFFECTIVE AS OF JANUARY 2013
2013 A and C Session Start Dates (A-B Quarter Sequence*) 2013 B and D Session Start Dates (B-A Quarter Sequence*) Quarter 5 2012 1205A&C Begins November 5, 2012 1205A Ends December 9, 2012 Session Break
More informationRhode Island College
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development
More informationDual-route theory of word reading. Frequency-by-consistency interaction (SM89) Seidenberg and McClelland (1989, Psych. Rev.) Sum Squared Error
Dual-route theory of word reading Systematic spelling-sound knowledge takes the form of grapheme-phoneme correspondence (GPC) rules (e.g., G /g/, A E /A/) Applying GPC rules produces correct pronunciations
More informationPrelinguistic vocal behaviors. Stage 1 (birth-1 month) Stage 2 (2-3 months) Stage 4 (7-9 months) Stage 3 (4-6 months)
3 stages of phonological development 1. Prelinguistic vocal behaviors 2. Phonology of the first 50 words 3. Emergence of rules Prelinguistic vocal behaviors Reflexive/vegetative sounds (birth-1 month)
More informationPhonological Development: Production David Ingram Presented by: Alexandra Hoagg
Phonological Development: Production David Ingram Presented by: Alexandra Hoagg Friday 2/2/07 Introduction: Children aged 1.6-4.0 years: 50 word vocabulary Important Stage: The phonology of simple morphemes
More information20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.
R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,
More informationSQUARES AND SQUARE ROOTS
1. Squares and Square Roots SQUARES AND SQUARE ROOTS In this lesson, students link the geometric concepts of side length and area of a square to the algebra concepts of squares and square roots of numbers.
More informationDoubling Rule-1 syllable words: When there are 2 vowels before the last consonant, do not double the final consonant.
Grade 3 Teacher Page Sample Unit 3 Doubling Rule-One Syllable Words In this lesson students learn: to identify the V-C pattern at the end of a one-syllable word to identify the short vowel sound in the
More informationMitel 5000 Communications Platform
Mitel 5000 Communications Platform Phone User Guide Supplement For Version 4.0 Software Introduction.................................................................... 2 Affected User Guides............................................................
More informationPES INSTITUTE OF TECHNOLOGY B.E 5TH SEMESTER (AUTONOMOUS) - PROVISIONAL RESULTS JANUARY 2015 COMPUTER SCIENCE AND ENGINEERING BRANCH
1 1PI12CS002 A A A A A B A A NA S NA NA NA NA NA NA NA 25.0 25.0 9.04 2 1PI12CS004 B I B C B A A A NA NA NA S NA NA NA NA NA 21.0 21.0 8.14 3 1PI12CS005 B B C B B B A B A NA NA NA NA NA NA NA NA 25.0 25.0
More informationAnnotation Pro Software Speech signal visualisation, part 1
Annotation Pro Software Speech signal visualisation, part 1 klessa@amu.edu.pl katarzyna.klessa.pl Katarzyna Klessa ` Topics of the class 1. Introduction: annotation of speech recordings 2. Annotation Pro
More informationMA 323 Geometric Modelling Course Notes: Day 02 Model Construction Problem
MA 323 Geometric Modelling Course Notes: Day 02 Model Construction Problem David L. Finn November 30th, 2004 In the next few days, we will introduce some of the basic problems in geometric modelling, and
More informationMaking Phonological Sense out of Nonsense Poetry JODI LAMM
Making Phonological Sense out of Nonsense Poetry JODI LAMM Abstract Poets like Carroll, Seuss, and others have defined the genre of Nonsense Poetry by making an art out of combining neologisms with poetic
More informationThe Reduplicative System of Ancient Greek and a New Analysis of Attic Reduplication
[Pre-publication version 11/15/15, to appear in Linguistic Inquiry] The Reduplicative System of Ancient Greek and a New Analysis of Attic Reduplication Sam Zukoff, MIT szukoff@mit.edu Abstract: The Ancient
More informationHow To Read With A Book
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
More informationbow bandage candle buildings bulb coins barn cap corn
b c bow bandage candle buildings bulb coins barn cap corn Copyright (C) 1999 Senari Programs Page 1 SoundBox Montessori d f darts dice door dove forest farm film foot fish Copyright (C) 1999 Senari Programs
More informationS e w i n g m a c h i n e s for but t - seams. - c o m p l e t e b r o c h u r e -
S e w i n g m a c h i n e s for but t - seams - c o m p l e t e b r o c h u r e - D o h l e s e w i n g m a c h i n e s f o r b u t t - s e a m s Head Office D o h l e m a n u f a c t u re b u t t s e
More information2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single
Kindergarten Common Core ELA Foundational Skills Unit Timeline Trimester 1 Trimester 2 1a. Follow print left to right top to bottom page by page 1b. / 1c.Words recognize letters together in a specific
More informationTamil Indic Input 3 User Guide
Tamil Indic Input 3 User Guide Contents 1. WHAT IS TAMIL INDIC INPUT 3?... 1 1.1. SYSTEM REQUIREMENTS... 1 1.2. APPLICATION REQUIREMENTS... 1 2. TO INSTALL TAMIL INDIC INPUT 3... 1 3. TO USE TAMIL INDIC
More informationFinal Consonant Clusters in Majorcan Catalan Verbs: The Resolution of Sonority Sequence Principle Violations through Cluster Simplification
Final Consonant Clusters in Majorcan Catalan Verbs: The Resolution of Sonority Sequence Principle Violations through Cluster Simplification Mark Amengual and Cynthia P. Blanco The Pennsylvania State University
More informationEvidence for the syllable. LING 451/551 Winter 2011
Evidence for the syllable LING 451/551 Winter 2011 What is a syllable? Phonological construct a grouping of consonants and vowels turnip [ tɹ.nəp] (. = syllable boundary) abstract: inferred from phonetic
More informationHebrew. Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the
Jennifer Wagner Hebrew The Hebrew language belongs to the West-South-Central Semitic branch of the Afro-Asiatic languages. Modern Hebrew is spoken in Israel, the United States, the United Kingdom, Australia,
More informationFY16 Annual Risk Assessment and Internal Audit Plan
Internal Audit Program Planning Report FY16 Annual Risk Assessment and Internal Audit Plan May 2014 Approved Barry Long, Director Internal Audit & Advisory Services Table of Contents I. SUMMARY... 2 II.
More informationPUBLICATIONS IN DISCIPLINE
Mehmet Yavas PUBLICATIONS IN DISCIPLINE Books Yavaş, M., Kehoe, M. W. & Cardoso, W. (Eds) (Forthcoming) Romance-Germanic Bilingual Phonology. Equinox Yavaş, M. (ed) 2015. Unusual Productions in Phonology:
More informationPoints of Interference in Learning English as a Second Language
Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when
More informationDefault Generalization in Connectionist Networks
Language and Cognitive Processes, 1995, 10 (6), 601-630 Default Generalization in Connectionist Networks Mary Hare Center for Research in Language University of California, San Diego hare@crl.ucsd.edu
More informationSEPTEMBER Unit 1 Page Learning Goals 1 Short a 2 b 3-5 blends 6-7 c as in cat 8-11 t 12-13 p
The McRuffy Kindergarten Reading/Phonics year- long program is divided into 4 units and 180 pages of reading/phonics instruction. Pages and learning goals covered are noted below: SEPTEMBER Unit 1 1 Short
More informationContemporary Linguistics
Contemporary Linguistics An Introduction Editedby WILLIAM O'GRADY MICHAEL DOBROVOLSKY FRANCIS KATAMBA LONGMAN London and New York Table of contents Dedication Epigraph Series list Acknowledgements Preface
More informationTeaching Word Identification and Spelling Word Identification by Rebecca Felton, PhD.
Teaching Word Identification and Spelling Word Identification by Rebecca Felton, PhD. The importance of decoding to the reading process cannot be underestimated. Perfetti (1984) states that only a reader
More informationStrategies to improve reading fluency skills. Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.
Strategies to improve reading fluency skills Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.com Goals for this session 1. Discuss the areas of skill (e.g. letter
More informationOffice Phone/E-mail: 963-1598 / lix@cwu.edu Office Hours: MW 3:50-4:50, TR 12:00-12:30
ENG 432/532: Phonetics and Phonology (Fall 2010) Course credits: Four (4) Time/classroom: MW2:00-3:40 p.m./ LL243 Instructor: Charles X. Li, Ph.D. Office location: LL403H Office Phone/E-mail: 963-1598
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationSecurity Compliance In a Post-ACA World
1 Security Compliance In a Post-ACA World Security Compliance in a Post-ACA World Discussion of building a security compliance framework as part of an ACA Health Insurance Exchange implementation. Further
More informationTuition Reimbursement Program. Handbook
EMPLOY EE Tuition Reimbursement Program Handbook For Employees... Ed u c a t i o n m a d e a f f o r d a b l e! A t t h e E r n e s t O r l a n d o L a w r e n c e B e r k e l e y N a t i o n a l L a b
More informationEnglish Speech Timing: A Domain and Locus Approach. Laurence White
English Speech Timing: A Domain and Locus Approach Laurence White PhD The University of Edinburgh 2002 Abstract This dissertation presents a descriptive framework for suprasyllabic processes in speech
More informationPhonological Awareness and Phonics
Kindergarten and First Grade Student Center Activities Phonological Awareness and Phonics Produced by the Florida Center for Reading Research Copyright Florida Department of Education 2005 Revised June,
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationThe Three Cueing Systems
Hastings and Prince Edward District School Board C.O.D.E Project, 2007 The Three Cueing Systems Sample Questions, Instructional Strategies and Examples of MSV Cues Written and developed by: Cassandra Bellwood,
More informationPhonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren
The Arbutus Review, Vol. 2, No. 1 (2011) 75 Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren Abstract: This study looked at the most important
More informationBLADE 12th Generation. Rafał Olszewski. Łukasz Matras
BLADE 12th Generation Rafał Olszewski Łukasz Matras Jugowice, 15-11-2012 Gl o b a l M a r k e t i n g Dell PowerEdge M-Series Blade Server Portfolio M-Series Blades couple powerful computing capabilities
More informationSPEECH AUDIOMETRY. @ Biswajeet Sarangi, B.Sc.(Audiology & speech Language pathology)
1 SPEECH AUDIOMETRY Pure tone Audiometry provides only a partial picture of the patient s auditory sensitivity. Because it doesn t give any information about it s ability to hear and understand speech.
More informationChem 115 POGIL Worksheet - Week 4 Moles & Stoichiometry Answers
Key Questions & Exercises Chem 115 POGIL Worksheet - Week 4 Moles & Stoichiometry Answers 1. The atomic weight of carbon is 12.0107 u, so a mole of carbon has a mass of 12.0107 g. Why doesn t a mole of
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationBBC Learning English - Talk about English July 11, 2005
BBC Learning English - July 11, 2005 About this script Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process changes may have been
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More informationACKNOWLEDGEMENTS. At the completion of this study there are many people that I need to thank. Foremost of
ACKNOWLEDGEMENTS At the completion of this study there are many people that I need to thank. Foremost of these are John McCarthy. He has been a wonderful mentor and advisor. I also owe much to the other
More informationPlanning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment
Reading Instruction Competence Assessment (RICA ) Content Specifications (effective as of the August 8, 2009, test administration) DESCRIPTION OF THE RICA The goal of reading instruction is to develop
More informationSuggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
More informationIntro to Ancient Writing Systems
Cave painting from Lascaux, c. 15,000 10,000 B.C. Random placement and shifting scale signify prehistoric people s lack of structure and sequence in recording their experiences. Beautifully drawn but not
More informationTransitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading
Next Step in Guided Reading K-2 Emergent & Early Plan levels A-I Transitional Plan Levels J-M Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 1 Day 2 Day 3 Sight word
More informationPhonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
More informationMother Tongue Influence on Spoken English
Mother Tongue Influence on Spoken English Shruti Pal Central Institute of Education (India) palshruti27@gmail.com Abstract Pronunciation is not a major problem in a language classroom until it hinders
More informationThe syllable as emerging unit of information, processing, production
The syllable as emerging unit of information, processing, production September 27-29, 2012 Dartmouth College, Hanover NH Neukom Institute for Computational Science; Linguistics and Cognitive Science Program
More informationmiss off will fill hill kiss pass stiff jazz
Unit #9 Skills: ss, ll, ff, zz Introduce Sounds 1. Display the flash card for each of the following sounds (one at a time): ss, ll, ff, zz 2. Say each sound aloud. Call attention to how each sound is made
More informationThings to remember when transcribing speech
Notes and discussion Things to remember when transcribing speech David Crystal University of Reading Until the day comes when this journal is available in an audio or video format, we shall have to rely
More informationTone, pitch accent and intonation of Korean!
Tone, pitch accent and intonation of Korean - A synchronic and diachronic view- Inauguraldissertation zur Erlangung des Doktorgrades der Philosophischen Fakultät der Universität zu Köln vorgelegt von Kyunghee
More informationSpanish Language Standards: Spanish Language Arts vs. Spanish Language Development Standards and their Impact on Literacy
Spanish Language Standards: Spanish Language Arts vs. Spanish Language Development Standards and their Impact on Literacy FY13 Program Directors Mee3ng September 10, 2012 John F. Hilliard jhilliard@cntrmail.org
More informationChapter 9. Learning Objectives 9/10/2012. Medical Terminology
1 Chapter 9 Medical Terminology 2 Learning Objectives Describe what medical terms are used to describe. Explain the role of a prefix, root word, combining vowel, and suffix in a medical term. Interpret
More informationHindi Indic Input 3 - User Guide
Hindi Indic Input 3 - User Guide Contents 1. WHAT IS HINDI INDIC INPUT 3?... 2 1.1. SYSTEM REQUIREMENTS... 2 1.2. APPLICATION REQUIREMENTS... 2 2. TO INSTALL HINDI INDIC INPUT 3... 2 3. TO USE HINDI INDIC
More informationSWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne Published in: Proceedings of Fonetik 2008 Published: 2008-01-01
More information