Form: Phonology and Phonological Awareness Flashcards
(25 cards)
what is a phones?
speech sounds used in language
what are phonemes
speech sounds that signal a different meaning. Late vs rate
what are allophones
phones that don’t differentiate meaning
pill vs spill
what are distinctive features?
phonetic features that carries meaning - difference created between two sounds
- voicing p vs b
what is the task for the language learning student?
to figure out what sounds carry meaning and which ones don’t (phones from allophones)
what are the 2 features that English sound is classified by?
Place: where the vocal tract is closed to make the sound
Manner: how the vocal tract is closed
what is important to know about infant hearing?
- their auditory system functions before birth
- respond to speech before birth (mothers voice)
- can remember some of what they hear in womb
(rhythmic patterns)
what are the stages of Pre-Speech Vocal Development?
Birth-4 Weeks: Reflexive/Vegetative 6-8 weeks: cooing/Laughter 16-30 weeks: vocal play w. marginal babbling 24-42 weeks: Reduplicated Babbling ----- 10-12 months: non-reduplicated babbling
The process underlying infant speech development is dependent on 3 things?
Physical growth and development
nervous system maturation
experience
what is the functional hypothesis:
frequency of words and the importance in our language can explain developmental sequence
what is phonological awareness?
knowledge of sound structure
ability to identify and manipulate the spoken language
what must teachers do for effective early literacy instruction
MUST be able to analyze speech sounds and relate speech sounds to print
What is the hierarchical nature of phonological form and why is it useful?
Levels:
- syllables
- onset rimes
- Phonemes
useful in appreciating the concept that PA can be represented at distinct levels
what is the importance of Phonological Awareness?
word identification
word decoding
spelling development
what is a key area of literacy instruction and why?
Phonological awareness due to skills (id, decoding, spelling)
what were the two strongest predictors of reading performance and combined reading and spelling performance?
- phoneme segmentation “tell me all the sounds you hear”
- letter knowledge “what letter is this?”
there are several factors that impact child performance on PA tasks in both assessment and instructional contexts…
- linguistic complexity:
task demands
examiner knowledge/skills
what is linguistic complexity?
- not all phonemes are equal
>total number of phonemes (# of phonemes increases difficulty)
>type of phonemes (increases difficulty if sounds are being held for longer time - bat vs. zat)
> number of initial consonants (increases difficulty if more consonants - Sat vs SPLat)
> place of manipulation (increases difficulty if medial phonemes are manipulated - change the c in cat vs. change the t, vs. change the a)
> voicing (increases difficulty if voiceless - can’t hear them)
poor performance on PA tasks are likely to:
- weak PA skills
- task demands are unfamiliar
- task is too complex
what is embedded explicit instruction?
vs.
direct explicit instruction?
instruction is embedded within meaningful activities
and
direct: sequence of instruction for target PA skills
what is the sequence for teaching skills?
- identify sounds
- Rhyming
- Blending
- Segmenting
what is required in identifying sounds:
knowledge about what sounds can be heard in a word without referring to the letters or the spelling of the word
what is required in rhyming?
involves taking away the first consonant(s) in the word and adding a different consonant
what is required in blending
involves combing parts of a word
