Treatment Of Phonological Disability Using The Method Of...

Treatment Of Phonological Disability Using The Method Of...
Weiner, F. (1981). Treatment of phonological disability using the method of meaningful contrast: Two case
studies. Journal of Speech and Hearing Disorders, 46, 97–103. Purpose: A minimal–contrast method to teaching
phonological oppositions is a conceptual, rather than motoric, strategy to suppress phonological processes. This
method was assessed for effectiveness in reducing the frequency of process use and generalization of treatment
effect. Method: Two unintelligible 4 year–old children were confronted with the miscommunication resulting
from their misarticulation of a target word produced as another meaningful word. Four minimal pairs were
trained for each targeted process: deletion of final consonants, stopping, and word–initial fronting. Twenty–four
generalization probes of non–treatment words were assessed for each targeted process. Results: Minimal–pairs
treatment procedure was effective in decreasing process use over a short period of time. Several sound
production errors improved concomitantly. Subject–A improved more rapidly than subject–B. Generalization to
probe words occurred gradually. Clinical Implications: Minimal–contrast treatment is effective and efficient for
treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process
use. Word Count: 147 Gierut, J. A. (1990). Differential learning of phonological oppositions. Journal of Speech
and Hearing Research, 33, 540–549. doi: 10.1044/jshr.3303.540
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Phonology
1 Introduction: Phonology is the study of how sounds function within a given language. The study of English
phonology for our purposes can be divided into two broad approaches: segmental and suprasegmental.
Segmental phonology is a bottom up view of phonology which deals with the individual sounds which make a
difference to meaning. These are called phonemes and their effect can be seen clearly in the following example:
* Red (colour). * Read (past tense of the verb to read). * Read (present tense of the verb to read). The
pronunciation of 1 and 2 is the same; they are homophones. The spelling of 2 and 3 is the same; they are
homographs. All three examples are made of 3 distinct phonemes /r/ ... Show more content on Helpwriting.net
...
The English diphthongs are:
Tripthongs also exist. These are diphthongs followed by a schwa /əә/. Some examples of tripthongs are shower,
lower, lawyer. The schwa is the most common phoneme in English. Essentially it is the default unstressed or
weak vowel sound. In British English, the schwa can be found at the end of all words ending "er" (e.g., father,
mother); note that we do not pronounce
4
To illustrate the schwa, imagine your mouth as a car gear box. The schwa is the sound where neutral would be
in a gear box.
∂
The schwa also occurs in the middle and at the beginning of words and holds the key to many of our students'
listening problems. Task 3: What difficulties can the schwa (or other weak sounds) cause in your teaching
context? How do you deal with these difficulties?
Stress–timing and syllable–timing
English is said to be a stress–timed language. This means that the timing between stressed words is regular.
Crucially, however, the number of syllable between stresses is not regular (like in Italian – which is syllable
timed). The most common illustration of this is the following exercise:
5
At a normal pace (not too fast) try counting:
One Two Three Four
Now add the word "and".
One and Two and Three and Four and
Next add "then"
One and then Two and then Three and then Four and then
Finally, add "a"
One and then a Two and then a Three and then a Four and then
What you should notice is

Examples Of Phonological Elements In The Book Thief
In a film, actors mimic phonological elements of their target character voices to create unique characteristics of
certain speakers. In the movie 'The Book Thief' Emily Watson acted as Rosa Hubermann, a mother in a German
family. Watson attempted to imitate a German accent by adopting into the native language, mimicking the
phonological elements in German. People encounter difficulty when speaking their second language (L2) as
both their first (L1) and second language may be phonologically distinct from one another. Resultantly,
phonemes from L1 might be utilized to replace the unfamiliar ones in L2 (Vokic 2010). This essay attempts to
identify three phonological elements adopted by Emily Watson to mimic a German speaker.
The first phonological ... Show more content on Helpwriting.net ...
In German, the consonant /v/ is being pronounced as phoneme /f/ in English. Emily Watson performed changes
in the movie clip such as 'everything' (00:01:10), 'over' (00:02:36), and 'starved' (00:06:11). The German /v/ is
called a 'fricative' consonant, meaning that the sound is articulated through a narrow gap in the vocal tract.
Inside the mouth, our upper front teeth and the lower lip move close to each other, forming the narrow gap
required for the articulation of the sound. Airstream that passes through the gap encounters friction and thus the
sound is generated (Russ 1994). The letter /v/ only appears as /v/ in a few native words, and the rest of them
represent the phoneme /f/ (Joyce, Paul). The reason towards this phenomenon can be attributed to the German
orthography. In the first half of Middle High German, the pronunciation of the consonant /v/ remains
unchanged. However, as time evolved, during the second half of Middle High German, the voiced consonant /v/
shifted and started being read as the voiceless /f/ (Kodydek 2000). This shift in pronunciation remains
influential nowadays, thus we can easily find German replacing the consonant /v/ with the phoneme

Why Is Phonics Instruction An Integral Part Of The...
1. Explain what is meant by "Explicit" and "Implicit ' phonics" instruction. There are several approaches to
teach children to read. Explicit Phonic Instruction is build from part to whole; children first receive instruction
of the letters with associated sounds, and after they learn how to blend sounds into the syllables and into the
words. Implicit Phonics Instructions moves from the whole to the smallest parts: first, students are analyzing
words and looking for common phonemes in a group of words. After comparison they assume which grapheme
to write and which phoneme to read. Children are identifying new words by beginning and ending letters, or by
context clue.
2. Why is phonics instruction an integral part of the ... Show more content on Helpwriting.net ...
All these skills are very important to develop proficient decoding before children begin to master more
advanced skills such as, fluency, comprehension, vocabulary. And the phonic instruction gives necessary
foundations for reading success, but alone does not teach children to read. That is why it must be a part of the
balanced approach.
3. What is phonemic awareness? According to D'Angiulli (2004), phonemic awareness is the knowledge that
words are made up of a combination of individual sounds and being able to hear, recognize, and manipulate
sounds. Phonemic awareness is very important for reading success. Children who have difficulties with
distinguishing and manipulating sounds usually have difficulties in reading and spelling, and recognizing the
link between print and sound. Phonemic awareness include different skills, such as:
– the ability to isolate and distinguish individual sounds
– the ability to identify phonemes
– the ability to classify similar sounds and recognize phonemic patterns (rhyming words, similarities and
differences in a group of words(
– the ability to segment phonemes in a word
– the ability to blend sounds together
– the ability to delete phonemes
– the ability to manipulate phonemes

Teaching Phonics Is An Essential Part Of A Child 's Education
Understanding phonics is an essential part of a child's education, as the knowledge they develop will assist them
to read and write. Educators must have an understanding of phonics to teach it effectively. Teachers need to
support students to learn what sounds, letters make, which is a phoneme. Educators also need to assist students
to make the connection with the letters and their names, which is called graphemes (Tompkins, Campbell,
Green, & Smith, 2015, p. 142). Understanding that each letter makes a different sound and connecting this to
the letter is known as phonics, which is required for reading and writing. According to Miskin (2016, p. 9) the
English language has more than 150 ways to represent the 44 phonemes, which are represented using the 26
letters of the alphabet or graphemes. Australian educators need to implement a successful phonics program,
which is engaging by involving different strategies that are suitable to student 's level. According to New South
Wales (2009, p. 16) phonics must be taught in kindergarten and begins with songs, rhymes, and books.
Synthetic and analytic are two different teaching strategies, which are used to teach students phonics. These
strategies are very different to one another and are a similar method of the top down bottom up approach. Top
down allows students to use prior knowledge by using the phonemes to make a word while the bottom up
approach allows students to use what they already know or have seen in prior learning

An Article That Helped Break Down Phonemes And I Found The...
Throughout the past semester, I've gained a lot of experience when it comes to teaching. I've learned more than
I ever knew before and am gaining more experience in the actual field instead of "babysitting" at after school
programs. That being said, while watching not only my mentee but the other mentees at Kids Count I've come
to realize the two biggest things they struggled at is reading and mathematics. Most students there struggle
reading in general but they also struggle in pronouncing words. I sought to find an article that helped break
down phonemes and I found the Blending Wheel article. What drew me to this specific article was the fact that
this was a specific activity (a pretty cool one in fact), instead of instruction help. For the other article, most
students there also struggle with the basics of mathematics, so I wanted to find an article that helped students
learn mathematics in a fun way. I liked the shared story article because it brought together something that most
people don't think of: reading and mathematics. It's great for us to realize as instructors that everything is related
and can be used in conjunction with another. The first article, Blending Wheels: Tools for Decoding Practice,
focuses on a tool, the blending wheel, which will help struggling readers of all ages practice blending sounds. A
blending wheel consists of three concentric circles with a brass fastener. Each circle has letters on it that when
spun, are combined to form words. The

Puppet Lesson Plan Essay
LESSON PLAN
Name: Summer Whitney
WGU Task Objective Number: 602.8
GENERAL INFORMATION 50min. |
Lesson Title & Subject(s): Using Puppets to demonstrate letters and sounds. Topic or Unit of Study:
Phonological and Phonemic Awareness
Grade/Level: K
Instructional Setting: Kindergarten classroom, 23 students will be sitting at desks for presentation of new
information on Phonemic Awareness. Then students will be put into groups of three by teacher for independent
practice to segment CVC words. Teacher will group student according to their level. Lower students will be put
with higher level students.
STANDARDS, GOALS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s): * ... Show more content on Helpwriting.net ...
(10min)
5. Independent Student Practice: You Do 15min.
After the have finished their puppets the teacher will put them into their groups of 3.
The teacher will tell the students the order in which they will take turns.
The teacher will pass out the sets of CVC word cards.
The students will then take turns using their puppets to say the word cards in segments while the
The teacher will walk around to all the groups to make sure all students understand this concept. This will be
used for the formal assessment.
The Teacher assist struggling students during this time.
6. Culminating or Closing Procedure/Activity/Event: 10 min.
Students will return to their seats and as a class they will say the list CVC words in segment form and then just
the word.
Pedagogical Strategy (or Strategies):
Direct Teaching: Using the puppet to demonstrate how to speak in segments (breaking the words apart to hear
each letters sound).
Group work: Students will practice saying CVC words in segment form. This will help them to manipulate the
words in their head.

Differentiated Instruction: ELL –students will be given cards with a picture and the word on it, and paired with
a student that can help them if they need help.
Dyslexia– students will be given cards with a picture and the word on it; they will also be paired with a student
that can help them if they need help.
Gifted – students will be given CVCC and CCVC words to work with.

What Is The Difference Between Phonetics And Phonology
English linguistics has many specialties. Whereas semantics about sentence interpretation and syntax is about
sentence formation, phonetics and phonology cover the field of sentence utterance. Phonetics is concerned with
how the sounds are produced, transmitted and perceived whereas phonology is concerned with how sounds
function in relation to each other in a language. In what follows we will discuss the meaning of both phonetics
and phonology and show the difference between them in detail. Phonetics can be describe as the study of the
minimal units that make up a language, and it is also a branch of linguistics that deals with the sounds of speech
and their combination, production, description, and representation by written symbols– ... Show more content
on Helpwriting.net ...
The similarity between them is that they are both a branches of linguistics and the two is dealing with the
sounds structure and human speech sounds. Moreover, they are used in language development, mostly in
development of transcription and orthography, and it also said that phonology begins from where phonetics
ends which means that phonology is a continuation of phonetics. Therefore, without one the other cannot exist.
So when we move to the difference between them what will be found is that Phonetics is the term that for the
description and classification of speech sounds whereas Phonology is the term used for the study of the speech
sounds that is used in a particular

A Phonological And Prosodical Contrastive Study
A Phonological and Prosodical Contrastive Study of Waray, Cebuano, and Hiligaynon Submitted by: Pedroza,
Kristel Doone Q. Uy, Mary Colleen U. Submitted to: Prof. Ria Parsram Rafael As a requirement in Linguistics
120 First Semester AY 2010–2011 Department of Linguistics University of the Philippines, Diliman October
18, 2010 A Phonological and Prosodical Contrastive Study of Waray, Cebuano, and Hiligaynon Pedroza,
Kristel Doone Q. Uy, Mary Colleen U. Abstract Every language constitutes its own sound system, and this
sound system is a very important aspect when learning or studying a language. Along with this sound system
are the prosodic features of a language. This study is about the phonological system and the prosodic features of
... Show more content on Helpwriting.net ...
As of the year 2000 consensus of Ethnologue, it has an estimated 16 million speakers in the Philippines and in 1
Information taken from http://www.ethnologue.com/show_language.asp?code=war, accessed Oct. 14, 2010
other countries, and is the most widely spoken Visayan language. It has four dialects: Cebu, Boholano, Leyte,
and Mindanao Visayan.2 Hiligaynon (or Ilonggo) is a Philippine language spoken in Western Visayas, which
includes the Panay Island and Negros Occidental, and in many parts of Mindanao. As of the year 2000
consensus of Ethnologue, it has an estimated 6 million speakers.3 Figure 1.0 Distribution of Visayan languages
taken from: http://en.wikipilipinas.org/images/thumb/1/10/Visayan_language_distribution_map.png B.
Objective of the Study Generally, the aim of this study is to present a comparative analysis of the phonology
and prosody of the Visayan languages Waray, Cebuano and Hiligaynon. Specifically, the authors would like to
find the answers to the following questions: (a) With regards to phonetics, what are the similarities and the
differences between these three languages? (b) 2 3 Information taken from
http://www.ethnologue.com/show_language.asp?code=ceb, accessed Oct. 3, 2010 Information taken from

Overview Between Phonetics And Phonology
At the very beginning, I want to sheds the light on the definition of both Phonetics and Phonology. Phonetics is
considered the study of sounds of any language, it relates to the mechanism of how sounds are produced and the
way of speech sounds production. Phonology studies how those sounds are put together to create meaning. It
studies the rules of language that govern how those phonemes are combined to create meaningful words.
Hereunder detailed features of each branch of linguistics are explained.
On one hand, Phonetics is talking about the physical aspect of sounds; it studies the production and the
perception of sounds, called phones. Phonetics is the term for the description and classification of speech
sounds. Sounds within phonetics are divided into vowels and consonants. Vowels are embodied in the letters (i–
e–o–a–u). Whereas, consonants letters are embodied in the rest set of English language alphabets. Vowels and
consonants describe the articulation of English language. Whereas there is another branch of phonetics called
Acoustic phonetics that is related to the study of how the sounds are transmitted, in other words the journey of
sound from the mouth of the speaker tills the ear of the ... Show more content on Helpwriting.net ...
However, the combinations of these sources are present. There are different examples of sounds that are
generated with each of these source categories are seen in the word "shop," where the "sh" "o" and "p" are
generated from a noisy, periodic, and impulsive source. The reader should speak the word "shop" slowly and
determine where each sound source is occurring, i.e., at the larynx or at a constriction within the vocal tract.
There is difference between phonemes and allophones. A phoneme, is the smallest contrastive unit in the sound
system of a certain language. A phoneme is the smallest part of an utterance that cannot be changed if we want
to retain the meaning. For

Factors And Mechanisms Of Chain Shifts
Q:What.are.the.motivation.and.mechanisms.of.chain.shifts,and.what.kinds.of.evidence.can.we.use.to.study.them?
Chain.shifts.(870/1000)
Definition.(206/100)
According to Labov (2010:140), chain shifts is a series of sound changes, affecting group of phonemes, which
are causally linked in way that preserve the number of distinctions. Chain shift is a balance system, and the
phonemes within are interrelated. This means that in order to maximized the difference among phonemes, a
change in one part will automatically leads to a change in another. This series of reactions is called chain shifts.
A famous example of chain shift is Grimm's law.(examples?.grimm's.or.any.one)
(handout.page.3.&.find reference)
There are two kinds of chain shifts: ... Show more content on Helpwriting.net ...
Labov (2010) states that the chain shift is a mechanical result of the language learning process; and this process
includes three stages.
In stage one, there is a tendency of misunderstanding between the pronunciation of phoneme B and A, due to
the fact that some outlying realizations of phoneme B appears to be similar as A. This will make phoneme
tokens of B less likely to be recognized by language learners.
In stage two of a push–chain, B encroaching on A, causing a major overlap. In this stage, A tokens in turns will
be mis–recognized as B tokens. In this stage, language learners generalize a position which A is pushed to, and
leads to the output in stage 3.
In stage three, the distinction between phoneme A and B is restored, and the system remains balanced.
With the same stable starting point as push–chain in stage one, phoneme A in a pull–chain shifts away from B in
stage two, leaving a more distinct gap between A and B. As a result, the previously mis–recognized tokens are
more likely to be recognized as tokens of B instead of A. Then phoneme B is dragged to fill the position vacated
by A. As a result, restoring a stable boundary between A and B in stage three.
However, this mechanism only describes how chain shifts might work, without explaining the reason behind
this phenomenon. For

Phonological Process Disorder
A phonological process is a typical pattern that all young children use when developing their speech. The child's
brain creates rules to simplify speech sounds and make words easier to say. As children grow older, they
outgrow these patterns on their own and eventually, their speech becomes intelligible. A phonological process
disorder is when a child continues to exhibit these patterns past the age expected for them to disappear.
Phonological processes consist of syllable structure processes, substitution process, and assimilation processes.
Syllable structure process focuses on how the child pronounces certain syllables in a word by adding, repeating,
or omitting a syllable. Unstressed syllable deletion is a multisyllabic word. When saying

Phonological Awarness
Reading is an acquired skill, developed through explicit teaching and founded upon a child's innate ability to
hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of
communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection
to each other, and introduces cue systems that will later assist in decoding complex text as development of
reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic,
semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and
knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges
... Show more content on Helpwriting.net ...
10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge.
Additional activities to support phonics instruction include building word lists based on common elements
(Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the
introduction of high frequency or sight words through modelling and sight words games such as flash cards,
sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students
reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for
learning the 44 phonemes and the point of automaticity allows higher–level comprehension processes to occur
due to available cognitive

The Learning Progression For Literacy
The act of reading is a process that involves a complexity of cognitive processes and developmental stages.
Recent research has shifted the paradigm of thinking of what range of skills serves as the foundation of literacy.
Skilled readers need language development, conceptual knowledge base, and a broad vocabulary. Children must
have sufficient decoding skills that are composed of smaller elements of speech known as phonological
awareness and letter–sound correspondence. In addition, readers must have the ability to fluently and easily
recognize these words. But to attain a high level of skills, young children need opportunities to develop these
strands, not in isolation, but interactively. (Neuman, Copple, & Bredekamp, 2000)
The Stages of Reading Chall's developmental stages of reading clearly define the learning progression for
literacy. It is evident that language is the vital component of a reading foundation.
The Pre–reading stage marks the importance of oral language development. Verbal abilities are consistently the
best predictors of later reading achievement (Scarborough, 2001). This beginning stage demonstrates how the
visual perceptual and cognitive processes are at work (Cunningham 2000). As the child progresses to Stage 1,
the sounds are starting to make a connection with letter strings within words (grapho–phonic cues). Now the
child understands what the "D" sound is representing. Letter combinations are making their way into long–term
memory to form the

Relation Between Phoneme And Morphology
3. Phoneme and morpheme relationship.
The relation between phonemes and grammatical units such as morphemes and words is therefore an aspect of
the interface between Phonology and morphology. Both Phonology and Morphology study various aspects in
languages all over the world. Considering the similarities of these fields, both are engaged in the scientific
analysis of languages. Both are branches of Linguistics and without studying Phonology, one cannot move on to
Morphology. Hence, there is an inter–relationship between these branches. For differences, Phonology
essentially concentrates on the sound systems of a language while Morphology pays attention to the word and
the morphemes of a language. (Booij, 2007)
3.2. The interface between Phonology ... Show more content on Helpwriting.net ...
Allophone vs. allomorph.
Allophones are two or more realizations of a single underlying phoneme. The /t/ in top is aspirated, but the /t/ in
stop is not. These are two variations in pronunciation of the same underlying phoneme /t/. There is no pair of
English words top [aspirated] and top [unaspirated]; it's always either one or the other (and it is predictable
which one is required).
Allomorphs are two or more realizations of a single underlying morpheme. For example, the past morpheme "–
ed" in English. There are really three different ways this is realized phonetically: /t/ in helped, /d/ in opened, or
/id/ in wanted. Again, it is predictable which one is required, but all three of these are manifestations of the
same morpheme "–ed".
Therefore, the main difference between the two is that allophones include several ways to pronounce a single
phoneme. Allomorphs include several ways to pronounce a single morpheme.
4. The concept of

Controlling Robot With Speech Recognition
A MAJOR PROJECT REPORT ON CONTROLLING ROBOT WITH SPEECH RECOGNITION
SUBMITTED IN PARTIAL FULFILLMENT OF THE DEGREE BACHELOR IN TECHNOLOGY OF
ELECTRONICS AND COMMUNICATION ENGINEERING Submitted By: Under the Supervision of
HITESH MATHUR (9911102230) MR. AMIT SINGHAL ASHISH GOEL (9911102194) AYUSH GUPTA
(9911102229) DEPARTMENT OF ECE JAYPEE INSTITUTE OF INFORMATION TECHNOLOGY, NOIDA
(U.P) June , 2015 CERTIFICATE This is to affirm that the work contained in this report titled as
"CONTROLLING ROBOT WITH SPEECH RECOGNITION" by Hitesh Mathur (9911102230), Ashish Goel
(9911102194) and Ayush Gupta (9911102199) in fractional satisfaction of the course work prerequisite of
Bachelor of Technology in Electronics and communication Engineering , Jaypee Institute of Information
Technology, Noida is a bonafide work did by them under my direction and supervision. The matter submitted in
this report has not been conceded for a recompense of whatever other degree anyplace unless unequivocally
referenced. Signed: Mr. Amit Singhal Project Supervisor ECE Department JIIT, Sec–128, Noida, ABSTRACT
In today 's reality, Robotics is a quickly developing and fascinating field. Robot has adequate insight to cover
the most extreme territory of gave space. We are showing a Speech Control Robot For Robot control, which is
controlled by utilizing discourse controller that is

The Importance Of Phonological Awareness Development On...
The Importance of Phonological Awareness Development in Preschool Children
John Kimball
University of Mississippi
Introduction
Phonemes, which are the individual units of sound, such as /b/, /p/ or /m/, are considered to be the building
blocks of language development. The individual phonemes are the first sounds we utter as infants. The
babblings of infants comprise of all the phonemes contained in their language. As an infant develops into a
toddler, the phonemes come together to form the first words, and eventually these words group together to form
sentences. The developments from infancy to the time that these children begin preschool or become preschool
age are the beginnings of speech communication.
A child must learn the rules of phonology before they can begin to learn to read. Phonology is the study of the
unconscious rules governing speech–sound production (Adams, Foorman, Lundberg, and Beeler, 1998). This is
one of the first topics that teachers begin instructing upon in preschool. Children begin to learn the alphabet and
start to associate the sounds with their corresponding letter. This instruction from teacher begins the
development of each individual child's phonological awareness. Phonological awareness has been shown to be
one of the most reliable predictors and associates of reading ability (Mann, Foy, 2003).
Children quickly develop an awareness of phonemes and can learn to attend to and manipulate these speech
sounds in a

The Difference Between Phonetics And Phonology
Language is a human attribute. People are able to exchange knowledge, information, opinions, beliefs, wishes,
and promises through language. It has been defined as a system of communication based upon words and
combination of words into sentences. The systemic study of human language is defined as linguistics. It is
concerned with the nature of language and communication. It includes diverse disciplines, for examples,
phonetics, phonology, syntax, and semantics. The research will focus on the phonetics and phonology and how
they study the sound system of the language but in a different way. In addition, we will discuss the definition of
phonology and phoneme and the difference between phoneme and allophone besides illustrating some of the
phonological rules. ... Show more content on Helpwriting.net ...
phonetics is the study of human sounds, describing and recording the sound language. The study of phonetics is
not only to indicate the difference between the written and spoken language but it is about describing the sounds
that are made when we articulate a word. On the other hand, phonology is the description of the system and
patterns of speech sound; based on a theory of what every speaker of a language unconsciously knows about the
sound patterns of that language. In addition, Phonology is concerned with the abstract or mental aspects of
sounds in language. Compare to phonetics? Phonetics is the physical properties of speech sounds, for example,
how the sound is physically produced. Phonology serves as the underlying design for all the variations in
different physical articulations of a sound type in different

Successful Reader
Learning to read is a complex task which involves more than just decoding the print on the page. The goal of
reading is to construct meaning from the text (Winch, 2014). While the teaching of decoding skills is an
extremely important step in the reading process, simply having the skills of decoding is not enough to become a
successful reader. For this reason, the key elements of the reading process will be discussed in an order which
allows children to develop the building blocks necessary to become a successful reader. Systematic and explicit
reading instruction is vital for reading development as it allows children to build on the previously acquired
skills and strategies required to become a successful reader. The purpose of this essay is to explain why having
a concept of print, phonemic awareness, phonics and comprehension are important to the reading process and
how effective teachers teach these skills.
Early experiences with print lay the foundation for becoming a successful reader. Children need to understand
that print is what carries the message in order to find the ... Show more content on Helpwriting.net ...
It has discussed how the elements along with explicit and systematic reading instruction all work together to
create successful readers. It is clear that reading development begins with children understanding that print
carries the message and, as a result, this creates the motivation to read. Reading development then progresses to
the development of phonemic awareness which lays the foundation for phonics instruction. Once the skills of
decoding are learnt, children can then start to combine these skills with comprehension strategies to make
meaning of what is read. These skills and strategies do not come naturally to children, therefore, effective
teachers provide rich learning experiences which model, scaffold and allow children to apply what they have
learnt to authentic

The Relationship Between Phonology And Morphology
3. The relationship between Phonology and Morphology.
The relation between the distribution of phonemes and grammatical units such as morphemes and words is
therefore an aspect of the interface between Phonology and morphology. Both Phonology and Morphology
study various patterns in languages all over the world. Considering the similarities of these fields, both are
engaged in the scientific analysis of languages. Both are sub branches of Linguistics and without studying
Phonology, one cannot move on to Morphology. There is an inter–relationship between these subjects. For
differences, we can identify that Phonology mainly concentrates on sound systems of a language while
Morphology pays attention to the word and the morphemes of a language. (Booij, 2007)
Then, in general, the interaction between phonology and morphology can be illustrated into at least four points:
1– Phonological rules may precede the morphological rules. Therefore, phonemes are considered to be the basic
units of speech sound by which morphemes are represented. According to Kiparsky (1985), there are two
common word–internal phonological domains, level 1 or the stem level, ... Show more content on
Helpwriting.net ...
Its pronunciation varies between [s], [z], and [ɪz], as in maps, games, and glasses respectively. A purely
phonological realization would most likely assign to these three ending phonemic representations /s/, /z/ or /ɪz/.
On a morphophonological level, however, they may all be considered forms of the underlying object //z//,
which is a morphophoneme. The different forms it takes depend on the segment at the end of the morpheme to
which it attaches: the dependencies are described by morphophonological rules. The behaviour of the English
past tense ending "–ed" is similar, it can be pronounced /t/, /d/ or /ɪd/, as in worked, bobbed and loaded
respectively. (Hargus, & Kaisse1993 ,‫‏‬
) and (Hayes,

Phonic Strategies
Answer:
I use some strategies from Orton Gillingham. I would focus on breaking apart words and the rules that go along
with it. I think you need it. I teach Zack (her son) with phonics. I do not feel we do a strong enough foundation
in it. It needs to be focused on longer then what it is.
Analysis:
Phonics is understanding the relationship between letters and sounds. It is important for all people to get a good
grasp of it when they are young. Having this knowledge will create a strong basis for learning the English
language. Mrs. Baughman uses phonics as much as she can in her sixth grade science and language arts classes.
The formal teaching of phonics is finished before sixth grade, but she believes it is important to go over it as
much ... Show more content on Helpwriting.net ...
Baughman is using word identification strategies in her classroom. Some strategies to help with word
identification are using context clues, word analysis (affixes and suffixes), and sounding out words. Mrs.
Baughman is doing very well on how she is handling words that are hard to identify. In her science class she
probably runs into many words that are very hard for her students to say. These sight words would be
considered Tier three words. This is Isabel Beck's way of categorizing vocabulary words into three tiers: Tier
one, Tier two, and Tier three. Tier one words are the basic words that children should already know like door,
paper, and ball. Tier two words are high frequency words that are needed when using mature language. Some
examples include analysis, performed, and benevolent. Lastly, Tier three words are only found in specific fields
of study like prokaryote, isotope, and arachnids. You only find these words when teaching a certain topic like
Mrs. Baughman's science class. Telling a student to sound out the word can help them to identify what it may
be. An example of this happened to me while I was in high school. I came across the word "Mediocre" and I
could not figure out the pronunciation of this word so I asked my teacher. Once she gave me the right
pronunciation I understood the meaning of it without asking. This is why word identification is so important.
Once a student knows how to pronounce words correctly they will more easily be able to grasp the

The Importance Of Writing And Writing Skills In The...
The English language has turned into the world's most widely used language. It is the principal language for
global communications in various fields including trade, industry, legislative issues, and training. This is the
main motivation behind why a large number of learners throughout the world are endeavoring to enhance their
English language capability. A basic segment of this capability is enhancing one's ability for writing since this
ability is absolutely essential for employment in recent years. One vital factor to consider with writing
competency is spelling as one single incorrectly spelled–word can change a word or the purpose of the entire
sentence. Moreover, the weakness in spelling significantly affects writing and reading abilities. In other words,
the orthographic or spelling learning is the driving force for productive reading and proficient writing. Good
spelling information is also critical for recognizing the words, which can enormously improve or obstruct
reading skill. Concerning writing, poor spelling can make writing a troublesome task by too much attention to
spelling. Poor spelling likewise confines the writer's selection of words, which contrarily affects innovativeness
and prompts short and incoherent parts in writing (Baluch and Shahidi, 1991). As a rule, writing skill
development for ESL students is mainly affected by the words, for example, spelling and word recognition that
rely upon comparable skills, to be specific, orthographic and

Difference Between Phonology And Phonemic Awareness
The terms phonological awareness and phonemic awareness are used interchangeably .Phonological awareness
represents a range of manipulation and detection skills across different sizes of sound pieces. Phonemic
awareness, however, specifically refers to the ability to manipulate and detect the smallest sound pieces in
words (the phonemes). It refers to the ability to manipulate the phonemic structure of an utterance
independently from its meaning. It is the awareness that words are composed of smaller units, that alliteration is
when words begin with the same sound segment, and that rhyming is caused by words ending with the same
sound segment. Therefore, it refers to the auditory task of identifying, distinguishing between, and working with
an utterance at the level of larger units such as words, and syllables, or at the level of smaller units, such as
phonemes. It also includes awareness of speech sounds at all levels including word, syllable, onset rime or
phoneme. Phonemic awareness is an advanced stage of phonological awareness, defined as the ability to
recognize that a spoken word consists of a sequence of phonemes. It is the capacity to isolate word segments,
such as ... Show more content on Helpwriting.net ...
Phonemic awareness is an understanding of spoken language. Phonological awareness entails understanding of
spoken language and involves tasks such as rhyming words; comparing initial sounds; determining the number
of phonemes in a word; identifying two sections in a compound word and separating syllables. Phonemic
awareness includes tasks of individual phonemes or within words such as blending, deleting, substituting and
moving. Townend (2000) clarifies that phonological awareness is the accurate perception of all the individual
sounds, or phonemes, within a spoken word. It also includes the perception of relationships between sounds,
such as

Student Academic And Social Success And Encourage Lifelong...
Introduction "To maximize student academic and social success and to encourage lifelong learning and
citizenship." is the mission statement for Van Buren Elementary School. In order to maximize student
achievement teacher leaders and administration must work in unison to identify goals for improvement. By
analyzing data teacher leaders, administrators, and teachers can work together to derive a goal in the area of
literacy instruction pertinent to our school. According to Taylor and Francis, "By design or default, teachers also
are leaders of change, whether they promote it, support it, resist it, or ignore it." (Taylor & Francis, 2014, 102–
103) Henceforth, teacher leadership will be essential to achieve our literacy instruction goals.
Identification of Problem Area
Iowa adopted a Universal Screener (FAST, Iowa Tier) in 2013, which is a universal screening in reading for
grades K–3. Students that scored "substantially deficient" in reading were then required to be progress
monitored weekly, provided intensive reading instruction, which includes 90 minutes a day of scientific,
research–based reading instruction, notification of parents, and finally, grade–level retention if the student is not
proficient by the end of third grade. The students in grades K–3 are universally screened three times per year.
Iowa schools are also required to provide an intensive summer reading program for any student who is
substantially deficient in reading by May 1, 2017. Additionally,

Exploring Phonemic Awareness In The Classroom
According to the article, Supporting phonemic awareness development in the classroom, educators are
displaying difficulties defining the word phonemic awareness. At times, educators would confuse the word
phonemic awareness with phonetics, phonics or auditory discrimination. "Phonemic awareness is the awareness
that the speech stream consists of a sequence of sounds–specifically phonemes, the smallest unit of sound that
makes a difference in communication." A slight change of a phoneme in a word can change the thought and
meaning behind the sentence. To gain a better understanding of the term phonemic awareness, the articles break
it up into two superordinate constructs: phonological awareness and meta linguistics. Phonemic awareness is a
sub skill of the word phonological awareness, which refers to the ability to control each phoneme. Meta
linguistic refers to the thinking of one's language and "phonological awareness refers to a sensitivity to any size
unit of sound." Examples of phonological awareness are the ability to recognize rhyming words, identify each
phoneme in a word, count syllables, and separate the beginning of a word from its ending. Overall, phonemic
awareness, phonological awareness and meta linguistic awareness are all connected to one another. ... Show
more content on Helpwriting.net ...
I believe students would gain a better understanding of phonemic awareness if teachers are using songs, chants,
and word–sound games, word play, nursery or Dr. Seuss rhymes, exposure to story books, story telling, word
games, and riddles. These activities, which are engaging to students, would build positive experiences. These
instructions would also grasp the child's attention to help him or her focus. In addition, educators must create
purposeful and meaningful lesson geared around nursery rhymes and chants etc. It has been stated that
educators are teaching nursery rhymes without knowing the true value of the

The Reading Process Analysis
Reading is believed to be an easy task, something we all learning and develop through the years as we grow,
however, is it really that simple? To reading and understanding are both essential when a student begins to read.
It is a complex action that requires a multitude of different actions/components, all working at the same time, to
become a successful reader. The components that are pertinent to reading are: comprehension, oral language,
phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be
irrelevant because it does not make sense to read and not understand what is being transmitted/relayed.
According to the National Reading Panel (NRP), "a combination of techniques is effective for ... Show more
content on Helpwriting.net ...
That being said, comprehension is not just understanding the singular words that are being read, but being able
to put them together, along with activating previous knowledge, make sense and develop meaning to the text.
Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text
while formulating questions that may later be answered by the text itself.
Oral language is also an important component in reading. When a child enters school, they enter with an
amount of oral language and background knowledge that would come from their experiences so far. This
knowledge helps them to understand their peers and others around them. The amount of oral language
development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the
easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the
process. Additionally, oral language would also help with the recognizing and association of words to text that
is being read. There may be a situation in which the student is reading about for which they can relate too. This
could be due to their prior oral language development. Associating words that are recognized in their
vocabulary with words that are in the text creates a link that the student can expand on. This

A Note On Phonemic Awareness
Phonemic awareness is the knowledge that words are made up of phonemes, the smallest units of sound in a
word. Phonemic awareness also involves being able to manipulate sounds by blending them, taking them apart,
and changing them. For example, the word "bat," is made up of three phonemes. The first is /b/, the second is
/a/, and the third is /t/. Putting all of these graphemes together makes the word "bat." If I were to change the /b/
to a /r/, the word would change to an entirely different animal (Cunningham & Allington, 2007). DIBELS –
First Sound Fluency: DIBELS First Sound Fluency measures how well students can say the initial sounds in
words. To start, the assessor will model the first word in "man." "Listen, the first sound in man is /m/. What is
the first sound in "man?" If the student is right, they move onto the initial sound in "sun." When students can
correctly identify that "sun," begins with /s/, students move on to the actual assessment. The examiner verbally
presents ~30 stimulus words. When students correctly identify the initial sound, in isolation, students are given
two points. If they blend sounds, they earn one. If they say the incorrect sounds, they receive zero ("DIBELS
FSF," n.d.). Pals–K has multiple means of assessment for phonemic awareness. 1. Rhyme awareness: requires
students to identify rhyming words. 2. Beginning sound awareness: similar to DIBELS FSF, students are asked
to identify the initial sounds in various words. PALS–K aids in

Speech Union Innovation For Different Dialects Have...
CHAPTER 1 INTRODUCTION Content to–discourse (TTS) tradition changes phonetic data put away as
information or content into discourse. It is broadly utilized as a part of sound perusing gadgets for visually
impaired individuals now a days .In the most recent couple of years be that as it may, the utilization of content
to–discourse change innovation has become a long ways past the incapacitated group to turn into a noteworthy
extra to the quickly developing utilization of computerized voice stockpiling for phone message and voice
reaction frameworks. Additionally advancements in Speech union innovation for different dialects have
effectively occurred. Numerous discourse synthesizers utilizing complex neural systems have likewise been
composed . In the master plan, the module can open up a window of chances for the less special preparing for a
plenty of occupation open doors for them in the employment segment. It can likewise assume a characterizing
part in building up correspondence of the visually impaired on the off chance that it is joined into cellular
telephones (so instant messages could be changed over into discourse). CHAPTER 2 APPLICATIONS A.
Telecommunications services TTS frameworks make it conceivable to get to literary data via phone. Realizing
that around 70 % of the phone calls really require

Phoneme Segmentation Fluency
DIBELS measure early reading skills such as phonemic awareness, alphabetic awareness, vocabulary and oral
language, and fluency comprehension. The tasks associated with these measures include initial sound fluency,
phoneme segmentation fluency, letter naming fluency, and nonsense word fluency. In order to interpret the data
regarding Alice, a fourth grade student, it is important to look at each of these skill areas. Alice was given the
Initial Sound Fluency and Phoneme Segmentation Fluency, which are designed to assess her phonological
awareness. She was required to produce and identify the first sounds/phoneme in a word within the Initial
Sound Fluency. On the benchmarks of this assessment, which occurred in September and January, her
performance was below the ... Show more content on Helpwriting.net ...
Her performance was also below the target goal in regards to the progress monitoring assessment. On the
Phoneme Segmentation Fluency, her performance fell below the targeted goal with the benchmarks in January,
May, and September. However, in January and May her performance exceeded the targeted goal. Her progress
monitoring performance seemed to meet the targeted goal in the months of November and December. It is
important to note that Phoneme Segmentation Fluency required Alice to produce all of the individual
sounds/phonemes, initial, medial, and end, she hears in words. Also, the Phoneme Segmentation Fluency
measures were conducted across Alice's progression from kindergarten through first grade. In regards to her
performance on Alphabetic Principle, her performance on the nonsense word fluency task seemed to fall below
her targeted goal with both the benchmarks and progress monitoring measures. This seemed to be evident
across grade levels, kindergarten,

Cypop 24
CYPOP 24
Support children and young people's speech, language and communication skills
1.1 – Explain the ways in which adults can effectively support and extend the speech, language and
communication development for each of the following age groups: 0–5, 5–11, 11–16, 16–25 1.2 – Evaluate
relevant positive effects of adult support for children, young people and their families
There are many was that adults can help to extend children's speech, language and communication.
Children who are in a nursery aged between 0–5 and 5–11 carry out phonics activities. Phonics enables children
to experience regular, planned opportunities to listen and talk about what they hear, see and do.
Phonics is a six phase learning programme that ... Show more content on Helpwriting.net ...
Spelling needs children to recall the word from memory and recompose it without being able to see it.
Children who are in secondary school aged between 11–16 carry out spelling activities. During nursery and
primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop
each child and young person's skills. For example within my setting I was working with the nurture group and
they received ten spellings every week. Most of the children within the nurture group had SLCN. The children
with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All
the spellings they received every week had the same sound in common, e.g. heat, meat, cheat, great. All of these
words have 'eat' in common. Within my support I explain to the children that the words may sound differently
but the spellings they always received had sounds in common so therefore pointing this out they was able to
think of the starting of the word and knew each work has the same sound in and was then able to achieve more
marks out of ten on their spellings. This helped to boost their confidence and self–esteem because they knew
they could do it.
Young people that attend college and university aged between 16–25 may carry out key skills/functional skills.
Once you leave school and set out to go to college,

Early Childhood Phonemic Awareness
Often when we hear phonemic awareness we think of phonics. Phonemic awareness does not involve phonics
or written print, but instead spoken words. Understanding that words we speak are made up of individual
sounds called phonemes is the basis of understanding phonemic awareness. Phonemes are the smallest units of
spoken language and combine to form syllables and words (Ehri, Nunes, Willows, Dale, Schuster, Yaghoub–
Zadeh, & Shanahan 2001). Phonemic awareness is both a predictor of reading achievement and the beginning
of reading acquisition (Warren, Minnick, Warren, Russell, Liqin, & Green, 2013). When children develop
phonemic awareness, they can use letter–sound knowledge to understand words (Koutsoftas, Harmon, & Gray,
2009). Children ... Show more content on Helpwriting.net ...
As mentioned earlier an important topic that has been through multiple studies is, knowing when and how much
phonemic awareness materials to teach. Once again the ability to focus on and manipulate phonemes in spoken
words is phonemic awareness (Warren et al., 2013). Preschoolers do not focus on the meaning of speech but
rather simply use language as their way of communication (Warren et al., 2013). Children this age would be
considered having little ability to succeed within the realm of phonemic awareness (Warren et al., 2013).
Without having any phonemic awareness instruction a beginning reader or kindergartener would have an
understanding of phonemes (Warren et al., 2013). As children get older and into first grade they are normally
developing readers. This suggests that phonemic awareness instruction would have the greatest impact being
introduced to preschoolers or kindergarteners (Warren et al.,

Phonology Of Grammar And Syntax
Grammar and syntax are in common because with syntax you are also using grammar. Knowing the parts of
speech in grammar goes hand and hand with syntax. The parts of speech are: Nouns (person, place, thing, or
idea), Verbs (action or being), Prepositions (time, place, or position), Adjectives (describes nouns and
pronouns), Adverbs (describes verbs, adjectives, or other adverbs), Conjunctions (join words, phrases, or
sentences), Interjections (express emotion or are fillers in sentences), and Pronouns (take the place of nouns) are
very important in both syntax and grammar (Lunsford, 2013, pp.294–302). In the tree diagram, there are also
functional categories and syntactic categories that are both grammar and syntax related.
Phonetics and Phonology Analysis Phonetics is the study of speech sounds and everything can be measured in
phonetics. "The science of phonetics attempts to describe all of the sounds used in all languages" (Fromkin,
2014, p.192). Articulatory, acoustic, and auditory are all part of speech sounds. Articulatory phonetics is the
way that sounds of language are produced through the vocal tract. Acoustic phonetics is how sound waves of
the sounds that we make, and auditory phonetics is the sound waves that are received when we hear sounds.
Orthography is the way that words are spelled and not necessarily how they are pronounced. In orthography,
there can be many words spelled different, but the sounds may sound the same. The sound of these letters can
all

Children's Emergent Literacy Development
The type of (HLE) a child is in can significantly impacts a child's emergent literacy development. (Senechal,
Lefevre, Thomas , & Daley, 1996; Sawyer, et al., 2014; Sénéchal & LeFevre, 2002; Senechal & LaFevre, 2014).
HLE is defined by the "frequency of storybook reading and literacy teaching during book reading" (Sawyer, et
al., 2014, p. 65). Sénéchal & LeFevre (2002 & 2014) conducted a study to prove that a positive and helpful
HLE aids in children's emergent literacy. The Home Literacy Model used proved the original hypothesis. There
was a statistically significant predictor of parent's creating a positive HLE and frequency of shared book reading
that positively correlated to the child's literacy abilities for the beginning of grade 1. Shared book reading
comprises 4% of the significant differences with the child's vocabulary. The formal literacy measures presented
by the parents like, actively listening to the child read and the method the parent uses to teach, was deemed
most helpful as a predictor for the child's reading abilities by the end of grade 1. The study concluded that a
positive HLE promoted growth within the child's vocabulary and word reading skills (Sénéchal & LeFevre,
2002; Senechal & LaFevre, 2014).
Important factors that contribute to a positive HLEs to children with emerging literacy vary. Typical predictors
of high quality HLE are seen through the number of children books in the home, the amount of library visits
attended with the child, the

Problems Associated With A Severe Phonological Disorder Essay
Kara–lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from
testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/
of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use
of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster
reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech
intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6
months(consider adding reference). Reduced intelligibility can impact a child's ability to communicate wants
and needs, making Kara–Lynn's speech intelligibility an area of need. 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).

Phonemes In The English Language
Question 1 Language is a very important system of communication that can be either spoken, written, or
consisting of the use of words in a structured and conventional way. Language has the profound ability to be
communicated either verbally or nonverbally, using the movements of the lips (reading lips), hands (motions),
and even body language as methods of communication. Language widely varies among communities and one's
abilities (hearing, mobility, etc). Phonemes, or the smallest unit of sounds in a spoken/sign language are
imperative due to the fact they help distinguish one word from another. Each phoneme represents a different
sound a person can make. There are forty–four phonemes in the English language, and hundreds of spelling
alternatives that can be used to represent them. Phonemes consist of both vowels and consonants, and can be
anywhere from one letter to three, in no particular order. A phoneme can consist of a single morpheme.
Morphemes are the smallest meaningful unit in the grammar of a language. These additional letters or words
that are added on to existing words help create more meaning for the word itself. i.e. adding "s" on the end of a
word can suggest either possession or plural. Adding "un", meaning "not". There are two types of morphemes,
free and bound. A free morpheme is essentially a word, meaning it can stand along and be meaningful. A bound
morpheme usually conveys grammatical notions, and are affixed to free morphemes to slightly change

Reflection Of My Field Placement
Reflection
For my field placement this semester I have been placed in School Lane Charter school located in Bensalem,
PA. This charter school takes great measures in making sure their students get the best quality education. School
Lane is an inclusive school, which means that students with or without disabilities are able to learn together, in
the most least restrictive environment. I am placed in a first grade classroom this semester in Ms. Cameron's
room. The student who I chose to observe is Ben. Mrs. Cameron picked this student for me because it appears
that he has some academic struggles followed by some deficits in social interaction and repetitive behavior such
as, rocking back and forth. However, he has yet to be evaluated thus ... Show more content on Helpwriting.net
...
After reading the short story as a whole, Ms. Cameron then wanted the students to read independently. I saw
Ben using skills such as, pointing to the words as he read them. However, he often pointed twice, or skipped
pointing to particular words altogether. In addition to this, while reading Ben omitted and added new words
without self–correction. This made me think that this was his way of trying to understand the text. This also
leads me to believe that Ben is having some difficulty with word recognition and fluency/pace. When Ben read
the book the second time he used the pictures to read the story with no regard for the text. This tells me that he
is able to interpret the pictures in order to understand the story when he is not able to read the sentences.
The second lesson I observed was geared towards phonemes, segmenting and blending. Ms. Cameron did a lot
of modeling before this lesson. Although I have only been in her class twice, I can tell she is a firm believer in
the " I do, we do, you do" method. Ms. Cameron gathered all the students on the rug and showed the class how
to "tap out" different sounds of the letters in words like "sit, mud, sad" using their fingertips. Ben did not
participate in this for the majority of the guided practice. I believe that this was due to Ben's lack of attention
during the instruction. He was rocking back and forth in his spot, in addition to curling his legs

Treatment Of Phonological Disability Using The Method Of...

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