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Definitions |
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Age 6
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t,ng,r (sometimes),l
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Sander chart Age 4
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b,k,g,d,f,y
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Systematic Phonemic transcription
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Broad transcription
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Age 8
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s,ch,sh,z,j,v,th (V+VL),zh established but still working.
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Affrication
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fricatives become affricates.
Ex: sun goes to /ts^n/
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Cluster reduction
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speaker simplifies consonant cluster by deleting one of the consonants.Ex: Block goes to /bak/
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Deaffrication
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The production of affricates as homorganic fricatives.Ex: cheese goes to [shiz]
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Code Switching:
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ability to switch from language/dialect to another
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Nucleus:
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central part of syllable (most commonly a vowel)
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Rhyme
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combination of a nucleus and coda
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Code Switching
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ability to switch from language/dialect to another
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Vowel merger:
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Neutralize features & phonemic distinctions are lost, thus 2- sounds become more like each other. E.g. caught, cot -or- don, dawn
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Informal English:
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relies more on grammatical structure than pronunciation patterns; assessed by members of the American English speaking community who have their own opinions of what should be “standardized”.
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Fronting
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sounds are produced more forward than their normal articulation. Ex: shoe goes to /su/
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Define Phonotactics:
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Rules for combining sounds in syllables;Identifies permissible syllable structure, consonant clusters and vowel sequences
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Devoicing
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replacement of a voiceless for a normally voice sound.Ex: big goes to /bIk/
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Coda:
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the consonant sounds of a syllable that follow the nucleus which is usually a vowel
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morpheme
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smallest unit of LANGUAGE that carries meaning
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Vowelization(vocalization
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the replacement of liquids and nasals by vowels. [r,l] go to vowel.
Ex: table goes to /teIbou/
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Sound variability:
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When a phoneme differs in pronunciation. E.g. /r/ in New York accent or “th” in AAVE
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Coda
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the consonant sounds of a syllable that follow the nucleus which is usually a vowel
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Informal English
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relies more on grammatical structure than pronunciation patterns; assessed by members of the American English speaking community who have their own opinions of what should be “standardized”.
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Stopping
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fricative replaced by a stop. Ex: Sun goes to /t^n/ (^=carrot)
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Vocabulary:
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What’s a soda? The word soda may mean one thing in one region and different in another
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Dialect Differences:Idiom
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a phrase whose meaning cannot be deduced from the literal definition and is used to create a mental image such as “who let the cat out of the bag”
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Onset
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part of a syllable that precede the syllable nucleaus
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Phonotactic variability:
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Variations in which phonemes are added or deleted when compared to informal standard English
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relationship between aspiration and stop voicing in english
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Voiceless stops have greater aspiration than voiced stops in the same context.
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Pidgin and Creole:
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pigeon is a simplified language that develops as a means of communication btwn 2 or more groups that do not have a language in common in situations such as trade. Creole originates from Pidgin which has become a native language to Creoles.
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Phonotactic rule: <ng>/ nasalized /n/:
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appear in syllable terminating consonant(Coda) only
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What do children’s invented spellings tell us about segmentation problems in our language?
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Children’s invented spellings show the difficulty of certain speech sound sequences, like the segmentation of consonant blends. Children may perceive a word beginning with “dr” as beginning with “j” e.g. dragon jragin.
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Briefly describe Chomsky & Halle’s distinctive approach to sound analysis, using these terms: bundle of features, binary. Tell one strength and one weakness of this system for the analysis of child speech.
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Strength= Universal, Binary system(+/-) allows us to think about features and search for patterns.
Weakness=It’s bulky and time consuming.
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Assimilation (labial, alveolar, velar)/harmony processes-
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when a sound becomes similar to another sound in the word. Ex: labial-thumb goes to /w^m/ Alveolar- yellow goes to /lElo/Velar-(most common type) dog goes to /gag/
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complementry distrubution of allophones
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two allophones of a phoneme that cannot normally replace one another, as they occur mutually exclusive contexts.
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Why is phonological awareness important in this process?
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In order to independently indentify new words the reader needs to know how letters represent sounds. OR Child needs to understand that speech is made up of different sounds put together & that spoken words can be broken up into sounds and syllable units.
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Name several ways that speech communities may be delineated
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By region, native language, class, culture and ethnicity
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Why do some people feel that some dialects are inferior to others?
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Prejudices against another class, ethnicity ect.
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Tell the phonotactic rules for these phonemes
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<ng>/ nasalized /n/: appear in syllable terminating consonant(Coda) only /w/ : appear in syllable initiating(onset) consonant only/j/: appear syllable initiating(onset) consonant only
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How does one dialect become the “standard dialect” of a community?
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Usually defined by certain regional and class markers and is an establishment of a common language used to communicate
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Relationship between final stop voicing and vowel length
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If the vowel is followed by a voiced sound it is longer, if followed by an unvoiced sound it is shorter.
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What is the relationship between metalinguistic awareness of language units and learning to read?
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To learn to read, children must apply their knowledge of spoken language to the written language in a conscious way. (i.e using metalinguistic awareness)
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Can the nucleus have more than one vowel?
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No…diphthongs also count as one as well?
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Describe an activity to foster phonological awareness in a preschool child.
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Teach them to break sentences down by words and/or teach them to break words down into symbols.
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Choose 1- dialect & describe its major characteristics: Midland:
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Lax of the ling-high vowels, e.g. /i/ /I?. Dipthongal quality is maintained. South Midland fronting of /oU/ which sounds like caret
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What is a consonant cluster, and where in the syllable can it occur?
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A group of consonants that appear in a syllable that have no intervening vowel between them
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