Factors And Mechanisms Of Chain Shifts

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

The book by S.I. Hayakawa Language in Thought and Action, 1990 continues to show me how to look at things differently. I am becoming more knowledgeable as I continue to read through the chapters. As I was reading chapters eight through twelve, it talked about the phases that I can relate to.

I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.

Increasing Kara-lynn’s speech intelligibility will be the primary target of treatment. The multiple oppositions approach with maximally distinct targets will be utilized to treat Kara-lynn’s phoneme collapses into /d/. She collapses multiple phonemes into /d/ in word initial, medial, and final positions including some stops, fricatives, and consonant clusters. The multiple oppositions approach targets phoneme collapse by simultaneously contrasting the errored sounds with the target sounds .This helps the child recognize their own patterns of error and make widespread changes to their sound system as a whole(consider adding reference).

A neighbor of a word can be defined as a word that differs from the target word by one letter (for orthographic neighbors) or only one phoneme (for phonological neighbor). (Jalbert, Neath, & Suprenant, 2011). For example, the orthographic neighbors of the word bat would include cat, but, ban, bar while phonological neighbors of the word dog includes hog, log, dig and beg. Further research by Goh and Pisoni (2003) found that words from larger neighborhoods would be recalled more poorly than from small neighborhoods due to the presence of lexical competition among phonologically similar

Since I was born, I have been learning languages consciously and unconsciously without asking why. S.I. Hayakawa and Alan R. Hayakawa‘s Language in Thought and Action remind me the goal of the study of language – to learn to think more clearly, to speak and to write more effectively, and to listen and to read with greater understanding.

The cueing system is made up of four cueing systems: Grapho-phonemic, Syntactic, Semantic, and Pragmatic. Each is used in language development and are important for communication. Grapho-phonemic cues are related to the sounds we hear (both individual letters and letter combinations), the letters of the alphabet and the conventions of print (Hughes, The Four Cueing Systems, 2007). Syntactic cueing system is having knowledge about language. The syntactic system provides information about the form and the structure of the language, including whether or not

This is interpreted as because the capacity of the phonological loop is limited in time (in Smith, 2007).

There are eight different levels for the oral interaction and seven for both reading and writing. In addition to these seven levels there are three beginning strands which converge with the main strands. These strands describe the initial understanding about reading and writing in English

One, Achiel, Mmoja, Two, Ariyo, Mbili, Three, Adek, Tatu, Four, Ang 'wen, Nne , Five, Abich, Tano Six, Auchiel, Sita, Seven, Abiriyo, Saba, Eight, Aboro, Nane, Nine, Achiko, Tisa, Ten, Apar, Kumi. Learning how to count in four different languages (the fourth as a song) is one of my earliest memories which I can still recall. I have a minimal recollection of how I learned to read apart from the

ii. The Monitor Hypothesis refers to the relationship between acquisition and learning. The role of the acquisition system is to initiate utterance and the role of the learning system is to serve as the monitor or editor. The idea behind the monitor hypothesis is that as individuals begin to produce language, an internal monitor watches over or edits information to ensure correct grammatical usage (Peregoy et al., 2008). It is said that the internal monitor is developed during the formal study of language. But, in order for the monitor to function properly, individuals must have sufficient time to think about utterances before producing them; focus on grammatical form; and have knowledge of the second language rules.

Sound changes don’t have randomly; it follows sound change rules. For instance, English and Spanish are both in the Proto-Indo-European language family and the origin constant P in the Proto-Indo-European became F in English but maintain same pronunciation in Spanish, such that the word father in English, is padre in Spanish.

According to Peña-Brooks and Hegde (2015), phonological processes describe the simplification of adult speech production based on different sound classifications. Naturally, typically developing children undergo through this process while learning how to correctly articulate their speech sounds. Each phonological process describes how a child overcomes a specific sound classification by using what they have already acquired. In their attempts to follow the adult model, these phonological processes become consistent patterns. For instance, if a child has not mastered fricative sounds then he/she might replace it with a stop otherwise known as stopping.

However, Pinker (1994) then goes onto note that the particular sub-stage of reduplicated babbling occurs around 7-8 months, and states that the children will exercise phonemes and syllable patterns that are not specific to a singular language, but rather are seen as common across a variety of languages. Yet, Pinker (1994) does also argue that the children are able to distinguish between phonemes of their own mother tongue, which has been seen from birth, and this is seen to be more prominent by the time the child reaches the age of around 10 months. Pinker (1994) refers to this as the children no longer being ‘universal phoneticians’, and states that the children will no longer distinguish foreign phonemes.

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)