The Reading Inventory Performance Assessment Essay

The Reading Inventory Performance Assessment Essay
Ayden was given the Basic Reading Inventory Performance assessment during session two. The
assessment tests sight word recognition, oral reading, and comprehension. Ayden was only able to
get through the first two, sight words and oral reading, before becoming extremely frustrated. He
recognized 3 out of the 20 pre–primer sight words and was able to get through about half of the pre–
primer passage before he became too frustrated to continue. Pre–primer is late Kindergarten, early
first grade reading level. Ayden was given an interest and reading attitude survey. These surveys
allowed us to get to know what Ayden liked and didn't like, and what we could include during the
sessions to help him focus. Ayden showed high interest in reading in general, and while we could
not actually get through the interest survey because of distraction issues, he was able to give us a
small list of things he enjoyed, such as Sponge Bob and dogs. Based on his assessment, we knew
Ayden needed help in decoding words and phonemic awareness. Clinic Sessions Summary: (You
need to explain that from the assessments and activities from the first 3 sessions, you chose a
Georgia standard as a focus for the tutoring sessions. Give the standard and highlight the part you
focused on, Discuss the strategies you used, the graphic organizers, anchor charts, etc. Just a brief
description of them will be enough. Summarize the sessions) There were two standards that we
focused on during the session. The two
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The Status Of Onset Of Somali Syllable Structure
THE STATUS OF ONSET IN SOMALI SYLLABLE STRUCTURE: AN OPTIMALITY
THEORETIC STUDY
Abstract:
The onset in Somali syllable structure provokes considerable argument among scholars who are
interested in the syllable structure in this language. Owrin (1996) and Saeed (1999) agree that onset
is mandatory in this language whereas Zetterholm and Tronnier (2012) state onsets are as optional as
codas in this language. Therefore, this research is to investigate whether onsets in Somali syllable
structure are mandatory or optional in light of Optimality Theory (OT), as a framework. This study
primarily depends on data taken from extant literature including books, articles, and theses.
Furthermore, 10 Somali native speakers were consulted about the fact of data. This study concludes
that consonant epenthesis as well as resyllbification manifest the importance of onsets in Somali.
Consonant epenthesis occurs initially when a monosyllable word begins with a vowel (onsetless
syllable), e.g., /èj/→ [ʔèj] 'dog'. Likewise, this type of epenthesis is found in the intervocalic
position when syllables of the form CV are associated with vowel–initial suffixes, e.g. /ma–a:n/→
[ma.Ɂa:n] 'not I'. The process of resyllabification in Somali is motivated by syllable types CVC and
CVVC that are associated with vowel–initial suffixes, e.g. /na:ɡ–i/→[na:.ɡi] 'woman', /war.qad–u:/
→ [war.qa.du:] formal letters'.
Keywords: Somali language; syllable structure; onset; Optimality Theory (OT).
1.

Measurement Of Esl Saudi Learners
6
Samia Alamri
LING 236
Tuesday, November 3rd 2015
Research Paper Proposal
VOT Measurement of ESL Saudi Learners? English Stops /p/ and /b/
1. Background:
A. Introduction: Languages make meaningful words by combining sound segments depending on
rules. Children try to acquire these sounds through listening. By the time goes on, they have a
linguistics competence that helps them produce meaningful sounds. Students who learn a second
language or a foreign language face issues due to the different phonetic system of their first
language and the second language. If they have a sound in the target language is not exist in their
mother tongue, they produce it like the closest sound they have in their first language (Ahmad
2011). ... Show more content on Helpwriting.net ...
Bilabial Labiodental Dental Alveolar Palatal Velar Pharyngeal Uvular
Glottal
Plosive b
t d t? d? k ? q ?
Nasal m
n ?
Fricatives f ? ?
??
s z s? ? ? ? ? X ? h
Approximants
?

Lateral
l
Table 1. The Phonetic Inventory of Saudi Arabic Many research papers have talked about measuring
stop consonants voicing. There are many researchers put their attention on figuring out the
difficulties of pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008;
Flege and Port, 1981; Al–Saidat, 2010). The difference between voicing and voiceless consonants is
the voicing that occurs during the stop closure interval. The consonant is voiced when there is
voicing, while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason
(1964) do not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a
distinction feature like the vocal cords voicing. For that reason, they proposed a distinction feature
between voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as
?the time interval between the burst that marks release of the stop closure and the onset of quasi–
periodicity that reflects laryngeal vibration? (1964, 422). Since English voiceless bilabial stop /p/ is
not found in Saudi Arabic, Saudi speakers of

The Expectation For Duration Of The Rhyme
3. Results
3.1 Duration
The expectation for duration of the rhyme was that it would be longer in phrase–final position. This
is indeed the outcome of the results. In graph 1, one can see the mean duration of the rhyme and the
standard deviations. The standard deviation is larger in the phrase–final position, but at least 75% of
the data in the phrase–final position is still greater than 75% of the data in phrase–medial position.
Graph 1: Mean duration of the rhyme in phrase–final and phrase–medial condition Additionally,
when the results are separated in different conditions (as can be seen in graph 2), the duration of the
rhyme is still longer in the phrase–final position than in the phrase–medial position. The effect of the
position ... Show more content on Helpwriting.net ...
It can be seen that the fundamental frequency is indeed lower in the phrase–final position than in the
phrase–medial position. With the independent samples t–test, this gave a result of p = 0.528. This
means that if those samples are unrelated, the chance that a difference of this size would arise is
52.8%. A significant result would be 5%, so this is not significant. Because there is also an effect of
voicing on the fundamental frequency, the Voice Onset Time (VOT) was measured for all different
consonants preceding the measured vowels(M=–23.78, SD = 40.33). The expectation was that when
the vowel was preceded by a voiceless consonant, the fundamental frequency would rise. As the
VOT is different in English than in Dutch (Mondini, Alphen, Miller, 2002), the distinction was made
between positive and negative values. In this case, the difference of the mean is significant
(independent samples t–test, t(60) = 0.021, p < 0.05).
Graph 4: Mean fundamental frequency for a negative and positive Voice Onset Time (VOT)
Table 2: Descriptive statistics for the fundamental frequency in relation to the Voice Onset Time
VOT N Mean Std. Deviation
Fundamental frequency Negative 33 132.2924 34.50382 Positive 27 152.1719 30.46912
Graph 5: Fundamental frequency for a positive and negative Voice Onset Time and in both phrase–
final and phrase–medial position Another factor which must be noted it that

Strengths And Weaknesses Of Oral Reading
Hannah is 9.5 and she a fourth grade student at Martin Elementary. She is on a third grade
instructional reading level. Looking collectively at the data from assessments, Hannah has various
strengths and weaknesses. She is very polite and overall has a very positive attitude when it comes
to school. Hannah is able to recognize many words on a 3rd or 4th grade text, but she has difficulty
comprehending the text at these levels. Hannah is capable of comprehending at the fourth grade
level if certain intervention are put in place for her. She has trouble giving important story details
and struggles with the theme. On the Graded Word Lists, Hannah was assessed on three different
sets: second, third, and fourth. According to the results, her third grade is her instruction level.
According to her performance on the Graded Word Lists, she was given various reading passages to
read. Hannah read the passages out loud while teacher listens and makes note of any miscues. She
struggled with expository comprehension when given a third grade passage. Additionally, she
struggled with the fourth grade narrative passage. Overall, for oral reading and comprehension she is
on a third grade instructional level, second grade independent level.
Hannah fluency is was assessed three different times using three different passages. According to the
DIBELS scoring materials, she is well below benchmark and she is categorized as "At Risk" for
fluency. This indicates that she is unlikely to reach

What Are The Rules Of Phonology
Rules of Phonology
The easiest way to understand what the rules of phonology are for is that it translates phonemes to
the real sounds, called allophones. Whatever we utter or produce using our vocal chords are
allophones, which has physical entities to it. While, phonemes are what is received by the listener
that has mental entities and are representative. The classes of phonemes that are bound to these rules
are: voiced consonants, rounded vowels, nasals, sibilants and etc. The existence of variations in
every language makes the phonological rules important to maintain recognizable words. Therefore,
the rules of phonology are used to show the patterns of distribution of sounds in a particular
language which might vary in different languages. In the rules of phonology, there are several
feature–changing rules that change the value of a certain component feature of a sound. For
example, the feature of a sound could change from non– nasal to nasal or from short to long.
Presumably, different languages have different rules, but some are very common in every language.
Among these feature–changing rules are assimilation rules. Assimilation can be defined ... Show
more content on Helpwriting.net ...
Among them is the voicing assimilation, which can be defined as the originally voiceless sound
picked up the feature voiced from another sound. For example, the word "roses" is pronounced as
[rəʊzəz] that shows the voiceless / s/ picked up the voiced feature of / z/. Next, there is a devoicing
feature changes in assimilation. On the contrary of voicing, the voiced sound picked up the voiceless
feature of another sound which reportedly common when speakers pronounced the phrase "have to".
Originally in English, the "have" ends with the voiced phoneme / v/, [hæːv t ͪ uː] and the word "to"
begins with the voiceless / t/. If some speakers devoiced / v/ into / f/, it can result in the
pronunciation of

Hypokinetic Dysarthria Case Study
Investigating the Speech Kinematics of Hypokinetic Dysarthria Secondary to Parkinson's Disease
Parkinson's Disease (PD) is a common idiopathic neurologic disease that affects nearly 1–2% of
individuals over the age of 50. It is a slowly progressive disease with a life expectancy of 15 years
following the initial diagnosis (Duffy, 2013). Having relatives diagnosed with PD increases the
likelihood of being diagnosed with PD. In fact, one third of individuals with two or more relatives
diagnosed with PD will likely acquire the disease (Duffy, 2013). Other possible causes may include
unidentified environmental toxins, such as herbicides and pesticides. Dysarthria is a movement
disorder involving the muscles needed for speech production (Wong, ... Show more content on
Helpwriting.net ...
The results overserved in this study supports previous studies that have reported comparable or
normal rapid syllable repetition rates in individuals with PD. This suggests that rapid syllable
repetition rate measurements may not be sensitive to differentiate individuals with mild hypokinetic
dysarthria secondary to PD from healthy speakers. This is a significant finding because, as
mentioned before, diadochokinetic tasks are often used in the assessment and evaluation of
dysarthria. Additionally, the results indicate an increased range of lingual movements and increased
speed parameters among both PD groups. The authors speculate this may be due to articulatory
hastening, potentially a large vocal tract in some of the participants with PD. Additionally, the
authors speculate the participants with PD may have increased articulatory effort due to the
increased distance required to be travelled by the tongue during diadochokinetic tasks. In other
words, the participants with PD may have been overcompensating in an effort to maintain
comparable lingual movement duration. Lingual Kinematics of Dysarthric and Nondysarthric
Speakers with Parkinson's

Essay about Observing a Child with Autism
Observing a Child with Autism
Cody is an eight–year–old boy diagnosed with autism. Cody tends to perseverant on things that are
dangerous. He often verbalizes "glass is dangerous, it cuts your eye, call 211, go to the hospital."
Cody also tends to stare off into space and is socially inappropriate. Cody had been placed in
severely handicapped classrooms that consisted of children with severe cognitive and physical
disabilities. Cody was provided with a one to one aide through BCRC. Currently, Cody is in a new
program designed for children with autism. The student to teacher ratio is two to one. The
stimulation in the classroom has been reduced to a minimum to provide an appropriate learning
environment. Cody ... Show more content on Helpwriting.net ...
At that time, I asked her to think about what she would like Cody to be able to do in a year. She
immediately responded that she and her husband had always hoped that Cody would learn to read.
She reported that previous experiences with his teacher had led them to focus on self–help and
behavioral goals. Cody loves to listen to stories. It is used as a reward in the classroom. He prefers
to look at a book over anything else in the classroom. For these reasons, parent interview and
classroom observations, I have chosen to teach Cody pre–reading skills.
Operational Definition Due to time constraints, I will focus on teaching Cody to identify the letters
a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I
will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ).
Mastery will consist of 80 % accuracy over seven days. These tasks will be single step. This
information will generalize for Cody because he has a natural love for books. Once he has mastered
a few sounds, he will be able to read a short a book on his own.
Task Analysis Method The task that I chose for Cody is a single step task. A plastic letter is placed in
front of Cody. He picks up the letter, feels it. After feeling the letter he identifies it. After hearing
himself identify the letter, he makes the appropriate hand sign. While feeling the hand sign, he

Difficulties In Teaching Pronunciation
Most of English teachers tend to teach their non–native students grammar rules and vocabulary, get
them to participate in communicative activities and become qualified in reading and listening. As a
result, teaching pronunciation is not taken into account due to teachers' assumption of having a lot to
do rather than focusing on proper pronunciation. Apparently, they claim that students will acquire it
throughout learning. Therefore, there is no need to allocate time for teaching pronunciation.
Accordingly, ESL learners encounter many difficulties in proper pronunciation.
First, we can distinguish between "accents" and "dialect". The former refers to the differences only
in pronunciation that may occur due to geographical differences, social and cultural differences, and
different educational background. The latter indicates the variety of a language, which differs in
things other than pronunciation such as vocabulary, grammar, and word order. We can spot some of
the factors that affect the pronunciation of ESL learners especially Arabs. Accordingly, the
interference of the learners' native language and the learner's age can determine the accuracy of his
pronunciation; the younger is he the easier he will master good pronunciation. Further, the amount
of exposure to English exceeds the ability to speak native–like English, especially if the learner is
living in an English speaking environment.
From my personal experience, when I was an Arab ESL language learner, my friends

Language Expquisition : The Study Of Language Acquisition
Language acquisition is the study of how language is learned. There are two different ways to study
language acquisition: by observing and describing. There is a clear difference in the way that adults
and children speak. "Children do not perfect their native pronunciation for several years, but they
establish crucial phonological patterns in the early months that serve them for life" (Herschensohn
29). Phonology is the study of the sound patterns that occur within languages. By studying
phonology, you can pinpoint patterns within speech to understand the processes a child uses when
speaking. For this project, we were given four different sound files of child named Lyra. In each file,
the child was recorded in her normal home environment, each at a different age. We were required
to translate her utterances into IPA and then identify the processes that she used in her speech. Next,
we were to connect the work completed on the files with concepts we learned in class. This paper
will attempt to demonstrate the sounds Lyra made in each file, the processes she used and why.
Lyra's productive sound inventory is consistent with many children's inventory. She does not
drastically change sounds, but just tends to tweak them. She does not appear to have much trouble
with vowels, but consonants do seem to give her trouble. At one–year–old, she appears to have the
most trouble with trills. She turns the trill [r] into the labial velar approximant [w]. She also changes
velar

The Role Of Babbling On Child Language Acquisition
Language Acquisition Assignment 2
Discuss the role of babbling in child language acquisition
As a child develops along their journey to acquire language, they go through several steps, of which
all are crucial to the successful mastering of their native tongue. There is debate over whether the
period of acquisition known as babbling is the first or second stage – Berk (1991) mentions that they
class babbling as the first stage, but note that there is a previous stage before that, known as the
'cooing' stage; following this, this essay will refer to babbling as the second stage of language
acquisition. To introduce a general overview of this particular stage, Berk (1991) explains that
cooing usually develops into babbling at around 6 ... Show more content on Helpwriting.net ...
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.
To expand on Pinker's (1994) argument about children's ability to discriminate between phonemes
of their mother tongue compared to a foreign language, it would be sensible to first note that Pinker
conducted a lot of research on the recognition of phonemes by children. One of Pinker's (1994)
research projects included exposing native French infants to both Russian and French speech, and
marking if there was any reaction or difference in the child's state. Pinker (1994) noted that there
was a marked

Measurement Of Esl Saudi Learners
VOT Measurement of ESL Saudi Learners' English Stops /p/ and /b/
1. Background:
A. Introduction: Languages make meaningful words by combining sound segments depending on
rules. Children try to acquire these sounds through listening. By the time goes on, they have a
linguistics competence that helps them produce meaningful sounds. Students who learn a second
language or a foreign language face issues due to the different phonetic system of their first
language and the second language. If they have a sound in the target language is not exist in their
mother tongue, they produce it like the closest sound they have in their first language (Ahmad
2011). Trubetzkoy (1939) mentioned that a language phonological system is " as a ... Show more
content on Helpwriting.net ...
The Phonetic Inventory of Saudi Arabic Many research papers have talked about measuring stop
consonants voicing. There are many researchers put their attention on figuring out the difficulties of
pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008; Flege and
Port, 1981; Al–Saidat, 2010). The difference between voicing and voiceless consonants is the
voicing that occurs during the stop closure interval. The consonant is voiced when there is voicing,
while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason (1964) do
not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a distinction
feature like the vocal cords voicing. For that reason, they proposed a distinction feature between
voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as "the time
interval between the burst that marks release of the stop closure and the onset of quasi–periodicity
that reflects laryngeal vibration" (1964, 422). Since English voiceless bilabial stop /p/ is not found in
Saudi Arabic, Saudi speakers of English as a second language have two possible ways to pronounce
it. First, they could not care about the distinction feature, then they could

External Intercostals And Its Effect On Inhalation
With the production of each sound their first has to be air inhaled. This inhalation phase is ten
percent of the process. When producing the word /sit/ it is like the quiet breathing inhalation process
except it is quicker by about 1/10 because talking does not need as long of process. First, the quiet
breathing begins with air pressure being taken into the lungs to cause the diaphragm to contract. The
inhalation of air will cause the diaphragm to contract and flatten. The external intercostals will
expand the rib cage and cause it torque out. The effect of using the diaphragm and external
intercostals during inhalation is increasing thoracic and lung volume anteriorly to posteriorly. The
lung pressure will decrease because it is relative ... Show more content on Helpwriting.net ...
The buccinator muscle influences the sound by the lips against the teeth which produced
labiodentals and the vowel E sound. Both muscles pull the corners of the mouth laterally then a
smile, vowel E sound, and facial expression can all be produced. The zygomatic major is a muscle
that contributes to the sound production of /a/ because it pulls the corner of the mouth up and
laterally which produces facial expression specifically a smile. What all four of these muscle have in
common to produce the front vowel /i/ is they are all have the action of pulling the mouth laterally
which in return would shape up for vowel production. Lastly, the depressor anguli oris will pull the
corner of the mouth down to produce frowning, but also helped with lip compression with frowning
still and production of /i/

Reflection Essay
For my tutoring component for READ class, I had the opportunity of continuing to tutor my student
Ryken. Eleven–year–old Ryken is an incredibly intelligent student, possessing a large vocabulary,
however, he struggles distinguishing phoneme sounds while encoding and decoding. In addition to
the phonological issues, Ryken's eyes were crossed when he was young until he got glasses to help
the issue. Because of his delayed literacy skills, his parent asked me to tutor him for two, forty–five
minute sessions a week. Utilizing the Wilson reading program, I have had the opportunity to tutor
Ryken for about thirty lessons. Throughout this time, I have been able to administer testing, teach
teach letter sounds, digraphs, blends, closed syllable exceptions, and multisyllabic words. Before
starting to tutor Ryken, I administered a variety of tests to identify what literacy capabilities he
already possessed. Included was a grapheme/phoneme association test, the Morrison–Mccall
spelling scale, an auditory deletion analysis, the Yopp–Singer phoneme segmentation test, the IOTA
word test, a sight word identification exam, and the Roe and Burns formal reading inventory
evaluation. After the testing, I discovered that Ryken was approximately on a first grade reading and
spelling level. While he had an incredibly high vocabulary, he struggled with knowing all the basic
letter–sound associations. With the information I gleaned from the testing, I was able to meet his
Zone of

Phonetics Vs Phonology Essay
Phonetics VS. Phonology
Phonetics and Phonology both are the study of sounds. However, there is a slight difference between
them. Phonetics is the study of individual sounds within a language; it deals with the study of
acoustic, auditory, and articulatory phonetics. Phonology is the study of how the sounds interact
with each other once they combine to form a word, and how those words combine to form a
sentence.
Phonetics is a fundamental branch of linguistics; it is the study of the sound made by human voice in
speech. English has 26 Alphabets, whereas it has 44 sounds. English sounds are divided into
consonant and vowel sounds. In consonant sounds there is some constriction of the airflows in the
vocal tract, whereas with vowel sounds there is no constriction of airflow.
Linguists describe consonant sounds using three criteria, which are voicing, place of articulation,
and manner of articulation. First, there are two types of voicing for consonant sounds, they are either
voiced (+V) or voiceless sounds (–V). voiced sounds are produced when air is passing through a
vibrating vocal cords, so the vocal cords are closed, but when air passes through them ... Show more
It is sometimes called functional phonetics. The function of sound of particular languages. Phonemic
analysis is concerned with phonemes and allphones. Phonemes are meaningful sound, if one is used
instead of another in a word, its meaning changes. Different sounds which changes the meaning of
the word. Example Top and Pop. The /t/ sound when it is changed to /p/ sound the meaning of the
word changes. While allphones are the varieties of a phoneme. They don't change the meaning of
the word if one is used instead of another. Different pronunciation of a word which doesn't change
its meaning. Example: [Tap] we can pronounce the word by: /th/ [aspirated] and /t/ [unaspirated].
This doesn't change the meaning of the

Diction And Diction In Those Winter Sundays By Robert Hayden
Robert Hayden uses various elements in his poem, "Those Winter Sundays", including diction and
imagery, to show how the speaker matures in regards to feelings towards his home–life and his
father. The speaker's feelings of remorse for not showing gratitude for his father's efforts serve as a
message to all generations. This message is that one should look past the unpleasant aspects of life
and appreciate the love and care that is received. Hayden demonstrates that focusing on the negative
aspects of one's life will lead to heartache and remorse.
Robert Hayden's use of diction demonstrates a natural process of maturation over time. The
speaker's vocabulary seems to expand as the poem progresses, showing the development from a
small boy to a ... Show more content on Helpwriting.net ...
This enhances the feelings of remorse and shows how the speaker's views of his childhood have
changed with the passage of time. In the first stanza, the imagery focuses on the darkness and cold
which filled the speaker's home. By using lines like "put his clothes on in the blueblack cold" (2)
and "I'd wake and hear the cold splintering" (6) the speaker shows how despondent his early view of
his environment was. The imagery, however, changes from cold to warm as the poem continues,
symbolizing a change in the speaker's feelings for his father. The line "Speaking indifferently to
him/ who had driven out the cold" (10–11) in the second stanza shows how the speaker recollects his
childhood as an adult and illustrates how his feelings have changed towards his father through a
better understanding of his actions. This contrast in imagery greatly adds to the understanding of the
overall theme of the poem. Robert Hayden's combined use of diction, syntax, and imagery develops
the underlying theme of remorse and regret in "Those Winter Sundays" in many ways. This also
shows that one should look past the negative in his or her life and appreciate even the smallest
tokens of affection that may be given. Otherwise, as one grows older and looks back at his or her
life, he or she may share these same

Breathe Right Strip Summary
Breath Right Strips
Introduction According to the text, Breathe Right Strips were invented by Bruce Johnson, a chronic
nasal congestion sufferer. Mr. Johnson Brought his creation to CNS Inc. CNS took the product and
primarily marketed it to sports teams, nasal sufferers and night–time snorers. The product really
became prominent when Jerry Rice of the San Francisco 49ers wore the product in the Super Bowl.
According to cns.com, Breathe Right Strips is also available in vapor strips, clear and tan strips, and
nasal strips for kids. Some of the other products include nasal spray, throat spray, fiberchoice and a
portable vaporizer. Armed with these few, but strong products in 1995 CNS, decided to go global.
Summary of the Facts ... Show more content on Helpwriting.net ...
Weaknesses are that the product is kept behind the counter of some international drug stores, thus
limiting the exposure. The Universal Product Codes on packaging aren't universal. The different
governments may have different ways of reviewing the product, and can take a few weeks to a
month to gain approval. The opportunity is that CNS has a product that may not withstand the test of
time. The CNS Company may need to look at extending their product line beyond the strips,
vaporizers and fiber tablets. They have such a limited product line. The biggest threat according to
breathe right strips is a company called gin miller. According to ginmiller.com, they have produced
nasal dilatators that are reusable. The other threat is the income of developing countries. They may
not have the disposable income to be able to buy the product.
Recommendations
The first recommendation is to implement at the end of stage one, an approval stage. Once the
product is tested and gains approval, they should make sure that they have approval from the
governments before the product launch. They should also take a look at expanding their product line
to something that people are willing to pay their money for. They could find different groups to
market the product to beyond athletes and snorers. There may be a market for the product to people
who have more of a need for the product, such as asthma,

Syllable Division
A BRIEF STUDY ON SYLLABLE DIVISION: HELPING EFL LEARNERS
Abstract: This article will present some considerations on syllable division in order to help EFL
learners. Some theories will be presented so that it is possible to check the various studies on such
important topic. A scheme about separating the syllables will be shown and a topic on
ambisyllabicity as well.
Key–Words: Syllable Division. Theories. Syllable Structure Introduction
The syllable is a basic unit of speech studied on both the phonetic and phonological levels of
analysis. For learners of English as a foreign language it is such a hard task to define and identify
what a syllable is, even because there are no universally agreed upon phonetic definitions of what it
is. So ... Show more content on Helpwriting.net ...
The disyllabic word painting /ˈpeɪntɪŋ/ has been plotted onto the sonority
scale as an example.
↑ vowels • • more sonorous approximants nasals • • less sonorous fricatives affricates
↓ plosives • • p eɪ n t ɪ ŋ → linear sequence of phonemes
→ As can be seen from the chart, there are two peaks of sonority in the phoneme string /p–
eɪ–n–t–ɪ–ŋ/, namely the vowels /eɪ ɪ/. This is to indicate that the
number of syllables is two as well. However, the sonority scale, like all the approaches outlined
above, is of little help when it comes to delimiting separate syllables.
Syllable structure
Hierarchical Structure of the Syllable
Most of modern phonological theories agree that the syllable has constituent or hierarchical rather
than linear structure. The syllable (conventionally marked as small Greek sigma: σ) has two
immediate constituents (it "branches" into two elements, to put it in another way) – the Onset (O),
which includes any consonants that precede the nuclear element (the vowel), and the Rhyme (R),
which includes the nuclear element (the vowel) as well as any marginal elements (consonants) that
might follow it. The Rhyme, in turn, branches into Peak (P), also known as Nucleus (N), and Coda
(Co). The Peak (Nucleus), as the designation suggests, represents the "nuclear" or most sonorous

A Sound Beginning : An Assessment Of Phonological Awareness
A Sound Beginning A Sound Beginning is an assessment of phonological awareness at four different
levels: Word Level, Syllable Level, Onset–Rime Level, and Phoneme Level. Phonological
awareness is the manipulation of sounds in spoken language and is an important building block for
reading. The assessment is administered orally that would include the student tapping, deleting,
segmenting, and blending different sounds. Felipe's score for each level is as follows: Word Level
Tapping Words 2/5 Deleting Words 5/5 Total Word Level 7/10 Syllable Level Blending Syllables 5/5
Tapping Syllables 2/5 Deleting Syllables 5/5 Total Syllable Level 12/15 Onset–Rime Level
Matching Rhymes 3/5 Blending Onsets and Rimes 4/5 Generating Rhymes 5/5 Total Onset–Rime
Level 12/15 Phoneme Level Blending Phonemes 10/10 Segmenting Phonemes 10/0 Total Phoneme
Level 20/20 Total Score 51/60 At the Word Level, Felipe scored 7 out of 10 problems correctly. The
3 problems he missed involved tapping for the number of words he heard in a sentence. He tapped
one more word than the total number of words in the sentence by tapping twice for a two–syllable
word instead of one tap. For example, in the sentence, "My mother is calling me," the total number
of taps should be five for the five words. Felipe tapped twice for the word "calling," resulting in six
taps instead of five. At the Syllable Level, Felipe scored 12 out of 15 problems correctly. The 3
problems he missed involved tapping again. At this

My Lesson Plan For Cycle One Students, Meaning Grade One...
My lesson plan would be targeted for cycle one students, meaning grade one and two students. It is a
lesson in English Language Arts about Alliteration. This lesson plan will target three different
competencies. Competency one focuses on using information. Students will be provided with new
information about what alliteration is and they must be able to use this information for the lesson. It
also involves competency four. This competency is about using creativity. Students must be creative
in thinking about an object to bring on their trip using the same onset sound. Creativity is involved
as well when they write and draw out their words on the worksheet that they will be provided with.
Lastly, this lesson plan targets competency 9. This is about communicating appropriately; this will
be evaluated while students participate in group discussion as well as the first activity.
The materials needed for this lesson plan are a board, my worksheet and the book "Dr. Seuss'
ABCs". In order to develop their understanding of alliterations, students will begin by sitting on the
carpet facing the teacher. They will look at the book "Dr. Seuss' ABCs" and the teacher will read the
book out loud. The students will be required to pay really close attention to the sounds the words in
the book make. Once the book is read, the students will be asked a series of questions such as "what
did you notice about the way the book was written?" and "did you hear anything that sounds alike?"
Once the

William Shakespeare 's ' The Red Cedar '
In reality the world needed another Olivia Benson and I believed I would be just that. However I
wanted a challenge so I decided to be Imani Horne the Criminal Attorney. After years of watching
intense show downs in the courtroom I thought I'd found my calling. I was selected for an internship
with Samuel Terry. While attending several murder cases it took one family court case to drive me
away from being a Criminal Attorney. I can still imagine the uttering cries of the mother and her
children. There I found my calling, adolescents! Throughout high school my passion were the
greats, Shakespeare, Poe, Hemingway, Dickens, Twain, and the list goes on. In particular
Shakespeare picked my brain constantly. His works have survived and remain triumphant even
today. Though teachings were shallow I still remained engulfed by his works. Which lead me to dive
into English on the banks of the Red Cedar. My plan was to begin with the foundations of my
literary study to sharpen my skills. This meant the introduction of how we read and what to look for
also known as "close reading." The Introduction to Reading Poetry with Mr.Pogue equipped me to
understand the poets hidden persona and how to make sense of it. As this was a challenging course I
believed I still wanted to embark on this journey. The Foundations of Literary study with
Mrs.Barksdale–Shaw molded me to decipher all types of works. Literary works ranged from poems,
music lyrics, and even plays. By the time I completed the

Disadvantages Of Nose Hair Trimrs
Advantages of using nose hair trimmers over scissors
Nose hairs main function is to stop dirt from entering your body. But they become a nuisance when
they grow too long and start protruding through the nose, thereby affecting your appearance. The
Best Nose Hair Trimmer will do a good job of maintaining the length of your nose hair. It will not
remove all the hairs but trim just the hairs that can be seen.
Scissors have to be handled carefully to avoid the risk of injuring the nose. Whereas, nose hair
trimmers have many features that make the job of trimming nose hair easy and fast without the risk
of hurting or damaging the sensitive delicate skin of your nose interior.
A nose hair trimmer is specifically designed for nose hair trimming ... Show more content on
Helpwriting.net ...
Therefore no headache of operating the nose hair trimmer or adjusting it. They can't trim the hairs
any shorter than required but trim the nasal hairs to a standard length.
You don't have to determine what length of hair to leave in your nose. The nose trimmers are
designed to trim nasal hair to a standard length. So you don't need to worry about the length of nasal
hair to leave, your job is to use the device as designed.
Nose hair trimmers are designed to fit easily and comfortably into the nostrils. Don't reach out and
try and trim deep non–protruding hairs. Just trim what is a nuisance to look at.
On the other hand, scissors are not specifically designed for trimming nasal hairs. They are
multipurpose tools. You have to be careful when selecting sizes and designs to fit the job of nasal
hair trimming.
Nose hair trimmers are easy to maintain clean them and store them
Most scissors are just basic since they are manufactured for general use. On the other hand, nose
hair trimmers are designed specifically for trimming nasal hair, they have many features that make
them easy to maintain, clean and store. At home or during travel. They are designed to trim noses

The Characteristics Of Grammar And Grammar In The Arabic...
PHONOLOGY AND SYLLABLE
The syllable and grammar for the second era are subject to be studied in commensuration with the
phonology of the Arabic language in a multi–linguistic scenario of community. This is due to the
fact that most of the communications at the regional level are oral by nature. Thus, the features of
grammar and syllable cannot be ignored. It has been identified by Kahn (1976) that a mere
hypothetical word "atkin" is not used and identified in English but without a syllable. The
arrangements of the letters neither assumed later and former use of letters. But, there is a central
place exists in few words; such as, "Caltex". Because of this, such types of words are not found
easily in the English literature because of the placement and arrangements of the letters in the word.
The next matter of consideration is the segmental phonology rules; assimilation, length,
neutralization, affrication, use of consonant and vowels. These rules are considered in alignment
with the syllables of the word. A Syllable can use the segmental phonology rules; thus, the element
of pharyngealization is observed rather than the use of other rules and practices. Moreover, the
elements of rules are determined through the use of various functions; hence, there is obstruent exist
in English which are the factors talk about the placement of the letter or the word. Lastly, the
element of oral use and breaks of words is assumed as the innate centrifugal phenomenon of Arabic
language in

Analysis Of Felipe's Post Test Assessments Show On Reading...
Felipe's post–test assessments show an increase in reading performance. Test of Word Reading
Efficiency Sight Word Efficiency Phonemic Decoding Efficiency Total Word Reading Efficiency
Standard Score 104 Standard Score 107 Standard Score 107 Percentile Score 61% Percentile Score
67% Percentile Score 67% Felipe's Sight Word Efficiency percentile score increased from 58% to
61%, showing an increase of 3%. His Phonemic Decoding Efficiency percentile score increased
from 61% to 67%, showing an increase of 6%. His Total Word Reading Efficiency has also
increased by 6%. A Sound Beginning Word Level Tapping Words 5/5 Deleting Words 5/5 Total
Word Level 10/10 Syllable Level Blending Syllables 5/5 Tapping Syllables 3/5 Deleting Syllables
5/5 Total Syllable Level 13/15 Onset–Rime Level Matching Rhymes 4/5 Blending Onsets and
Rimes 5/5 Generating Rhymes 5/5 Total Onset–Rime Level 14/15 Phoneme Level Blending
Phonemes 10/10 Segmenting Phonemes 10/0 Total Phoneme Level 20/20 Total Score 57/60 Felipe's
pre–assessment total score was 51 out of 60 correct. His score increased by 6 points to 57 out of 60
correct with an increase in these areas: tapping words, tapping syllables, matching rhymes, and
blending onsets and rhymes. Felipe's score places him at an independent level for phonological
processing skills. CORE Phonics Survey Alphabet Skills and Letter Sounds Letter names–
uppercase (e.g, A, B, C, D, etc.) 26/26 Letter names– lowercase (e.g, a, b, c, d, etc.) 26/26

Understanding Literacy Assessment And Relationship
Understanding of Literacy Assessment and Relationship Between Assessment and Instruction: The
assessment is going to gauge students spelling on 10 different words. The words will include: moon,
rock, snake, banana, bat, rat, spoon, map, milk, and ring. The 10 words will be spelled under
pictures of the word. This assessment is focusing on beginning consonant sounds, so the teacher will
really look and make sure the beginning consonant sounds is correct.
Assessments are meant to gauge where students are and what students need to be taught. Teachers
can learn a variety of different things from assessments, but as school continues teachers need to
make sure they are making the right adjustments for the students. The assessment in this lesson is
gauging whether students can connect words with pictures. Students will be able to identify
beginning consonants in words that they are spelling. This assessment will also see where students
need to move to. The assessment takes a step away from the tradition spelling test, but it is still
assessing what students know. The words on the spelling test will be graded and it will determine
the next weeks groups. Some students, but this assessment should show whether students
understanding beginning consonants and look at what students know about final consonants and
short vowels. This is the beginning of the year, but after the first spelling inventory the progress for
each student has been identified. This assessment should show if

Variation Of Duration And Fundamental Frequency
Variation in duration and fundamental frequency and assimilation in different segmental contexts
This paper will examine two things. The first is the way duration and fundamental frequency vary
according to phrasal position. The second is how F2 transitions for /d/ and /g/ change according to
adjacent segmental context. From this, I will determine whether categorical assimilation has
occurred in fad bag and fag bag. 1. Introduction 1.1 Duration Much research has been carried out
concerning the duration of sentences. One of the main findings is that there is a lengthening effect in
the rhyme of the final syllable (Wightman et al., 1992). There are many other factors that contribute
to duration, but this is the most prominent effect. According to Wightman, this effect is caused by
preboundary lengthening. This is the lengthening of segments prior to a prosodic boundary. Another
cue is the insertion of a pause at major boundaries (Wightman et al., 1992). Alternative research,
carried out by Lehiste in 1974, concerned the rate of speech when phrases contain a larger number
of words. Lehiste found out that the duration of words in the sentence "Say... instead" was longer
than the same word in the sentences "Sometimes it's useful to say the word ... instead" and "The
word ... is sometimes a useful example". She concluded that the length of the utterance had a greater
effect on the duration of the words than the number of syllables preceding or following the word.
Lehiste also

Congenital Central Hypoventilation and Central Alveolar...
Congenital Central Hypoventilation & Central Alveolar Hypoventilation Syndromes Introduction
Sleep can be simply defined as "a reversible behavioral state of perceptual disengagement from and
unresponsiveness to the environment" (Kryger, Roth & Dement). As far as the sleeping disorders are
concerned, they involve the difficulties that are associated to sleeping. When an individual has
difficulty in falling or staying asleep, falling asleep at wrong times, falling asleep unnecessarily, or
shows other abnormal sleep behaviors, he/she is said to have a sleep disorder. Congenital Central
Hypoventilation Syndrome The Congenital Central Hypoventilation Syndrome or CCHS is
categorized as a parasomnia. Such sleep disorders are the symptoms of central nervous system
activation that are generally "transmitted through skeletal muscle or autonomic nervous system
channels" ("The International Classification of Sleep Disorders, Revised: Diagnostic and Coding
Manual" 19). CCHS is an uncommon syndrome that is mostly present from the time of birth. It is
widely defined as the malfunctioning of automatic control of breathing. The affected individuals
have missing or insignificant "ventilatory sensitivity to hypercapnia and hypoxaemia during sleep
and wakefulness" (Chen, and Keens 182). This is the reason why patients with CCHS experience
progressive hypercapnia and hypoxaemia during sleep (Chen, and Keens 182). Hypoventilation
(shallow breathing) is the distinguishing feature of

Evaluating Kamil's Instructional Level And Needs
The examiner conducted several assessments in order to determine Kamil's instructional level and
needs in the area of decoding, attitude about reading as well as his ability to comprehend and retell a
text. The information derived from the series of assessments has helped plan for meaningful
instruction, which in the opinion of examiner will meet Kamil's instructional needs and support the
increase of motivation towards reading. Below are the recommendations for each area of the
instructional need.
Attitude about Reading The Motivation to Read Profile survey reveals that Kamil feels good as a
reader and he has a positive attitude towards reading. He also seems to read books which he chooses
by himself and which are mostly comic books. Therefore, it is important to improve Kamil's
motivation and engagement in choosing various genres of literature in order to expose him to the
complex nature of English language. One way to increase Kamil's desire to reach for a wide variety
of books is implementing activity titled Three–piece Kits (Edmunds & Bauserman, 2006). The
teacher creates a three–piece kit containing three different types and/or genres of books in a bag.
The kit should contain a narrative text, a poem and an expository book on a topic Kamil finds
interesting. For example, Kamil's teacher can collect an autobiography/narrative book titled
Knucklehead, a collection of war poems and an informational book about World War I/II. Kamil
may find these books interesting

Preschoolers With Verbalization Sound And School Age...
Purpose: Preschoolers with verbalization sound disorders have clinically consequential impairments
in the engenderment of sound production of the ambient language. Although many of these
produced sound errors resolve after several years (with or sometimes without intervention),
developmental appropriate speech sound production is not always achieved. Some sound errors may
continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if
preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may
reflect different levels of psycholinguistic processing, are indicative of school–age phonological
awareness and verbalization sound outcomes. The purpose of the present study was to determine if
the types of preschool verbalization sound errors can signal school–age outcomes for children with
speech and sound disorders. The second purpose was to determine if preschool verbalization errors
are symbolic of school–age verbalization sound production skills. Preston, Hull, & Edwards (2013)
hypothesized that children who generate many distortion errors in preschool may be at risk for
continuing verbalization sound errors at school age.
Method: The participants consisted of 43 preschoolers with verbalization and sound disorders
between the ages of four and five. The participants were selected through clinical recommendations
in upstate New York from May 2007 to April 2008. Children were primarily from middle

Gwendolyn Brooks Essay
Gwendolyn Brooks–
A Critical Analysis of Her Work
Gwendolyn Brooks is the female poet who has been most responsive to changes in the black
community, particularly in the community's vision of itself. The first African American to be
awarded a Pulitzer Prize; she was considered one of America's most distinguished poets well before
the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian
terza rima and the blues. She has been praised for her wisdom and insight into the African
Experience in America. Her works reflect both the paradises and the hells of the black people of the
world. Her writing is objective, but her characters speak for themselves. Although the ... Show more
The three round O sounds in the first line are a mouthful, and create an almost whispery quality that
is reminiscent of the worn quality of the people. Dinner is a casual affair is a line with soft vowel
sounds, which are easier to swallow than the long sounds of the first line. This coincides once again
with the implications of the words. The first line paints almost a dreary picture, while the second
adds an air of lightness. These vowel tones segue into a more caustic series of consonant
combinations in the rest of the stanza. Tin flatware imitates the sound of the forks and spoons hitting
the 'plain creaking wood'. The repetition of 'plain' introduces a pattern of repetition that will appear
throughout the poem. A relief from the biting consonant tones of the last two lines comes with an
almost cooing first line of the second stanza.
The line Two who are Mostly Good allows the reader to dig for meaning. Brooks has encouraged
young writers to allow for interpretation of their writing, and this is a perfect example of her own
advice. The internal capitalization of Mostly Good is somewhat confusing. In a recording by the
author the words are not emphasized. Rather, one can assume that the words are capitalized not for
auditory emphasis, but for their important meaning. Brooks seems to be making the statement that
no one is completely good, but does not

Similarities And Differences Between English And The...
Compared to similarities, there are more differences exist between the English language and the
French language, however. One of the clear contrasts between these two languages is the
pronunciation. Although we mentioned the /ʃ/ and /ʒ/ similarities above, yet the pronunciation has
more differences in the two languages. There are three main differences of this kind, and the first
one is the /r/ and /ʁ/ pronunciation and the /h/ pronunciation. These two sounds are written in the
same letter, R. In English, the letter R pronounces /r/, and its place of articulation is categorized as
an alveolar sound, and the manner of articulation is categorized as a bunched liquid. On the
contrary, letter R in French sounds /ʁ/, and it is a sound of voiced uvular fricative. The place and the
manner of this sound is utterly different from the /r/ sound in ... Show more content on
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According to the statistical chart provided in the essay "A Contrastive Analysis of French and
American English", English syllables generally end with a consonant, while French syllables usually
end with a vowel with fifty–five percent in total. For English people, they may pronounce a French
word with English syllable structure. For instance, the French word gris [gʁi] ends with a vowel;
however, English people may pronounce it like [gʁis]. This is because most words in English end
with a consonant, and English people may instinctively emit the consonant sound in the end of a
French word. The analysis in the essay also indicates that the syllable structure difference between
English and French may make French speaker having trouble pronounce English words that end
with a consonant. For example, French people may pronounce the word distant [distənt] as [distã] or
[distən]. French syllables usually end with a vowel, and therefore French people tend to skip to
pronounce the consonant in the end when they face an English

Examples Of Figurative Language In The Story Of An Hour
Imagine the possible ways of coping with the news of the death of one's significant other. Losing a
loved one is always seen to be difficult for many to handle and most often leads to a stage of
affliction. But what if you came to realize in the midst of coming to terms with their passing, that
you could possibly be better off without them? In Kate Chopin's "The Story of an Hour," the
response of Mrs. Mallard, who lives with a heart disease, to the news of the death of her husband is
illustrated through many stylistic techniques. With the usage of literary devices such as diction,
imagery, and linguistic elements, Chopin elucidates the transition between sorrow, relief, and irony
of the narrative. To begin with, Chopin utilizes mournful ... Show more content on Helpwriting.net
...
To formulate the basis of the plot, but more directly create a poetic style, Chopin incorporates
literary imagery such as repetition of vowel and consonant sounds, and direct comparisons. For
example, such assonance is used when Richards and Josephine, family friend and Mrs. Mallard's
sister, were careful with their words or "veiled hints that revealed in half concealing" to break the
heart–wrenching news of Brently Mallard's death in the train accident (1). Chopin strategically
selects the words 'reveal' and 'conceal' as they share the same vowel sound to assist in formulating
the poetic or lyrical flow of the tale. Likewise, the author mentions of how in response, she "wept at
once" as a stylistic technique to duplicate a starting consonant sound in such a way that would be
found in a poem (2). Throughout the narrative, Chopin also utilizes similes or comparisons to
elaborate and add complexity to the certain details and aspects of the story. When sitting in her room
alone, the author compares her weeping to that of "a child who has cried itself to sleep" and
"continues to sob in its dream" to give the reader a greater understanding of how immense the wife's
emotions were in the depicted scene (2). With the usage of literary devices such as assonance,
consonance, and similes, Chopin developed a greater complexity and depth to the details

Class With My Phonics Approach
If I had a student who was struggling in class with my phonics approach, and needed a different
approach, I would try several different strategies that we learned about this week in Chapter 7 of our
textbook.
The first strategy that I would employ would be "Letter Actions a consonant based strategy" (Vacca,
et al., 2015, p. 191,192). This strategy would be great for my student if they are learning to read, but
they were having difficulty with the words. In this strategy the sounds of the consonants are
associated with action words. The textbook uses the example, "C–comb or S–sing" to describe
action words that can be used (Vacca, et al., 2015, p. 191,192). Additionally, this strategy would be
great for ELL students to use because they are given the chance to see a word in "Action". So then
next time they hear or see someone complete that action they will think about the English words
they are learning in school and remember the consonant and the sound that it makes. In the
textbook, it also mentions this as a great strategy for kinesthetic children as well because they are
given the chance to move around and have a hands–on approach to their learning at the same time
(Vacca, et al., 2015, p. 191). Another strategy that is closely related to this one, that fits nicely, is to
use the consonant words and associate them to food words. I believe this would be another great
activity for my student especially if they were an ELL student. Using consonants and associating

Why Cleft Palate Affects Articulation And If Early...
General Comments: The article was clearly written that the understanding of the article was easier.
The sections which allowed me to understand what each paragraph is talking about. It was
surprising when the first sentence that there are only one significant evidence between children who
received therapy and children who did not. After researching there is a lot of research and history of
cleft palate within children age 1–5 with/without therapy.
It is going to be interesting to read this article and determine if cleft palate affects articulation and if
early intervention is needed at these ages and to identify factors of why these outcomes are poorer. It
is going to be interesting how their data was collected and what the results that ... Show more
The article was easy to understand due to having a background in phonetics and know the different
types of place, manner and voicing.
Introduction: According to the article, there is documentation that there are early intervention
programs out in the world. The congress, of 1986, encouraged others to design early intervention for
toddlers and infants with disabilities. There is (1/4) of children in the world that qualify for early
interventions and demonstrate some type of communication disorder. There are many other studies
that have been done that concluded there is little known about the effectiveness of treatments on
toddlers with cleft palate who enrolled in early intervention services. According to Blakeley and
Brockman (1995), they described 41 children that do have cleft palate who enrolled in 4 year
treatment plan at the age of 12 months. 66% of the children also received articulation therapy from
an SLP. The results showed 93% of them showed normal articulation by age 5 and 88% had normal
expressive language also by the age of 5.
Early intervention helps children, with delays, in speech sound development and expressive
language focus on the extending of the child's lexical development. Lexical development refers to
stages or steps in a process involving change. One primary therapy goal would be SLP's expanding
the client's consonant inventory, of early intervention. In the method

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

The Bel Canto Opera Performance
When students study to sing Italian bel canto opera, it's better to use the work which performed by
people who is original singer to imitate and practice. However, there are still a series of problems
will happen for non–Italian students when they are study singing the opera, for example
Semiramide. Bel raggio lusinghier. Even according to the video soundtrack to imitate, the overall
effect artistic and performances is not satisfactory. The problems are pronunciation hesitation,
slurred speech, unknown the meaning of the text. All of these problems will reduce the bel canto
opera artistry.
● The Italian Vowel Characteristics and Pronunciation of Requirements
Generally, Italian is easier to pronounce than Chinese, German, Spanish and Portuguese. From the
view of opera Semiramide. Bel raggio lusinghier, each note corresponding to the following voice
usually is a consonant plus a vowel, and most of the letters is only one fixed pronunciation, can be
represented by the corresponding IPA. While the other letters are dependent on neighboring
pronounce letter combinations, only a few letters pronounce have some changes. In general, this
piece's pronunciation follows a certain pattern.
1. Italian Vowel Features
Italian has five vowel letters which are a, e, i, o and u. According to the position of the tongue, we
can separate them into three types: Low vowel, Front vowel and Back vowel.
(a) [a] is the low vowel, because the tongue is in the lowest position. It's very open, and

American English Consonant And Vowel Inventories
A contrast of the Arabic vs. American English consonant and vowel inventories. Abdullah
Alshahrani Southern Illinois University–Carbondale Abdullah34f@gmail.com A contrast of the
Arabic vs. American English consonant and vowel inventories. Introduction According to
Hillenbrand (2003) and Thelwall and Sa'Adeddin (1999), both the American English and Arabic
languages have diverse forms and dialects respectively. Thelwall and Sa'Adeddin (1999), highlight
the two main spoken Arabic dialects as Al–Shaam (spoken in the greater Syria) and Arabic spoken
in Egypt (mainly focused at the University in Cairo and the Al–Azhar mosque). Hillenbrand (2003)
gives two examples of American English dialects as the southern California dialect, and the dialect
for the 'Northern cities' comprising cities in the northeast inland of the USA. As such, the phonetic
characteristics between the various forms or dialects of a language may vary. One phonetic
characteristic that might vary is the pronunciation. While language or communication can be
written, speech communication remains one of the main ways in which human beings express
themselves. As such, correct pronunciation of words is essential in effective communication. A
breakdown of the pronounced words gives the individual components comprising of consonants and
vowels. As such, the understanding of consonants and vowels is critical to the correct pronunciation
of any word in any language. This paper focuses on

Phonemic Awareness
Phonemic awareness is not phonics. Phonemic awareness is an understanding about spoken
language. Children who are phonemically aware can tell the teacher that bat is the word the teacher
is representing by saying the three separate sounds in the word. They can tell you all the sounds in
the spoken word dog. They can tell you that, if you take the last sound off cart you would have car.
Phonics on the other hand, is knowing the relation between specific, printed letters (including
combinations of letters) and specific, spoken sounds. You are asking children to show their phonics
knowledge when you ask them which letter make the first sound in bat or dog or the last sound in
car or cart. The phonemic awareness tasks that have predicted ... Show more content on
Helpwriting.net ...
Focusing on rimes rather than on vowels alone is particularly important in helping children learn to
decode words. (Adams, 1990)
Research shows that all proficient readers rely on deep and ready knowledge of spelling–sound
correspondence while reading, whether this knowledge was specifically taught or simply inferred by
students. Conversely, failure to learn to use spelling/sound correspondences to read and spell words
is shown to be the most frequent and debilitating cause of reading difficulty. Many children learn to
read without any direct classroom instruction in phonics. But many children, especially children
from homes that are not language rich, do need more systematic instruction in word–attack
strategies. Well–sequenced phonics instruction early in the first grade has been shown to reduce the
incidence of reading difficulty even as it accelerates the growth of the class as a whole. Given this, it
is probably better to start all children, most especially in high–poverty areas, with explicit phonics
instruction. Such an approach does require continually monitoring children's progress both to allow
those who are progressing quickly to move ahead before they become bored and to ensure that those
who are having difficulties get the assistance they need.
Sulzby and Teale (1991)

The Happiest Refugee By Anh Do
]The Happiest Refugee by ANH DO
In the Dramatic autobiography the Happiest Refugee, book the author Anh Do uses a wide range of
Scenes to take audience attention throughout the story with different sort of language effects. A
specific form of exploring scenes to audiences is the storytelling, Anh utilises this technique in the
book and explores his life experiences. The purpose of the storytelling is to increase the motivation
or mental stimulation of reader through entertainment. To do this use range of features including,
Narrative voice, setting, sentence structures, Paragraph structures, Figurative language, Alliteration,
Onomatopoeia and Characterisation. The two scenes that exemplify all these features are the serious
scene when Anh's family face a massive loss from the farm interest rates and the other scène is when
Anh's mother gets a "biggest" Pig they could find and brought it on Anh and Suzie's engagement to
show how wealthy they are, that they can take care of their daughter and keep her happy.
The most eye–catching serious scene in the book was after the heartbreaking events at the farm and
the onset of high interest rates, there was no way that Anh's dad and his uncles could afford the
inflated repayments. While, sometime later they eventually sold everything for a massive loss. After
that, Anh's dad not only lost his money but, all the savings of his brothers as well. However, Anh's
dad was the type of guy who could fight back after a financial setback, but

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