Strengths And Weaknesses Of Oral Reading

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, herthird 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
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Chinese Influence On Vietnamese Culture, Language And...
History
Vietnam is one of the countries in Southeast Asia with a population of over 95 million people. It has a long history of being ruled by China for over a
thousand years, resulting in a strong Chinese influence on Vietnamese culture, language and writing system. Even after Vietnam has gained their
independence in the tenth century, Chinese was still the language was being spoken and used in many written documents. However during the 16th
and 17th centuries when Catholic missionaries arrived in Vietnam, they wanted to establish a writing system that could be easily taught to people in
order to maintain their Catholic influence after they left. In 1651, a writing system based on the roman alphabet called Quб»‘c ngб»Ї was created
gaining popularity amongst missionaries and followers. It took several years for the language to become more prominent in Vietnam eventually being
deemed the official language used for public documents in 1910. Though the transition from Chinese to Quб»‘c ngб»Ї was very slow and difficult,
eventually it became the writing system that everyone used over time.
Introduction Vietnamese falls under the "Mon–Khmer group of the Austro–Asiatic family of languages," which mean that most of the vocabulary
within the language contain different buildups of lower intonations leading to a strong stressed syllable. There are three major dialects of Vietnamese:
Hanoi – primarily spoken in Northern Vietnam, Hue – used mostly in Central Vietnam and Saigon which

Questions On English Phonetics And Linguistics
TMA EL120 2015
Name: Adil Khalfan Alabd AL–Hajri
Student N.O: 120507
Section: 1
EL 120: English Phonetics and Linguistics
Question 1:
Vowels and Consonants are two special qualities of sounds, which are present in every languages of world (Ladefoged, 2001). If one needs to speak
English with proper pronunciation so one needs to learn phonetics.
Letters and sounds also have a very thin line between them, where Letters are in writing and sounds can be spoken. These functions should not be
confused. When we write the letters are used to express sounds. There are words that sound similar but are written differently for example Sent, Scent
and Cent or Bare and Bear. People get confused while speaking and writing a word and isolating the phonemes in similar words. Therefore, in solution
people should listen to sound only rather concentrating on letters. ... Show more content on Helpwriting.net ...
Consonants are prepared by an exact intervention with airstream by organs that are vocal. This is the reason they are easily described than vowels.
In contrast, vowels are produced without any interference of airstream. The air stream flows through the nose or the mouth relatively without
hindrance. The difference in the sound of vowels is produce by different arrangement of lips and tongue. The example of vowels is "a, e, i, o and u".
Consonants in phonetics are called as 'contoids' which appears as the insignificant part in syllable. Where vowels are called as 'vocoids' in phonetics
and can be classified as tongue height, part of the tongues used in the sounding vowel and rounding

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 LevelTapping Words2/5 Deleting Words5/5 Total Word Level7/10 Syllable LevelBlending Syllables5/5 Tapping
Syllables2/5 Deleting Syllables5/5 Total Syllable Level12/15 Onset–Rime LevelMatching Rhymes3/5 Blending Onsets and Rimes4/5 Generating
Rhymes5/5 Total Onset–Rime Level12/15 Phoneme LevelBlending Phonemes10/10 Segmenting Phonemes10/0 Total Phoneme Level20/20 Total
Score51/60 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

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

Speech Learning Mechanism
SLM (Flege, 1995, 2003) is based on the assumption that the speech learning mechanism remains intact across the life span. It predicts that adults
retain the ability to acquire new phonetic categories in their L2, contrary to the notion of a "critical period" (Lenneberg, 1967; Penfield & Roberts,
1959). However, the acquisition of L2 speech sounds depends on the perceived cross–language phonetic distance and the state of development of the
L1; thus, in this view, the L1 acts as a template or filter at the early stages of L2 acquisition. A crucial assumption of SLM is that L1 and L2 phonetic
subsystems are not fully separated and that L2 speech sounds may be judged to be instances of L1 speech sound categories. SLM attempts to explain
how speech perception affects L2 phonological acquisition by distinguishing two kinds of sounds: "new" and "similar." New sounds are those that
are not identified with any L1 sound, while similar sounds are those perceived to be the same as certain L1 sounds. In this view, a process of
"equivalence classification" hinders or prevents the establishment of new phonetic categories for similar sounds. The L1 system becomes attuned to
just those contrasts of the language that are meaningful in the L1, so the system becomes resistant to the addition of new categories. L1 and L2 sounds
are posited to exist in a shared system.
Therefore, SLM predicts that when a new phonetic category is established for an L2 sound that is close to an L1 sound,

Complishments Of King Sejong
Jaeeun Kim
Dr. Steve Chrissanthos
History 10
8 December 2017
The achievements of Great King Sejong
King Sejong the 4th king of Joseon Dynasty is well known to Koreans and in there history. He is well known not only because he was good ruler but
also the fact that he had accomplished so much achievements that helped the nation to be successful even today. In today's society he is titled Great
King Sejong or King Sejong the Great, for acknowledgement of his great accomplishments which led to golden age of the early Joseon Dynasty. To
many people in the world he is most notable for creation of Hangul, or Korean phonetic alphabet, however he has accomplished more than just that. His
accomplishments include successful systems for the talented intellectuals, improvement in science, and creation of Hangul.
To improve his government and make his country prosperous, King Sejong created numerous adjustments and creations of systems that helped the
talented intellectuals. First thing he did to change some systems in the government was the creation of "Chiphyonjon or the Jade Hall of Scholars in
his palace."1 This was the "unified single center of highest learning," he created such facility in belief that a great nation needs wide range of
knowledge to improve the lives of the citizens.1 Those talented and intelligent scholars, whom were appointed to the Jade Hall of Scholars, were
appointed as "full–time masters of art to devote their energy of learning."2 These scholars would attend

Discuss The Difference Between Phonetics And Phonology
Language can be called as a system of communication.It is the human capability to communicate and interact with each other vie speech sounds or
signs.It is a mediam of portraying our views.It is a mean of sharing feelings and ideas together and the scientific study of any language is called
linguistics.
Phonetics is the subheading of linguistics that deals with the study of the sounds of human speech, or the signs in the case of sign signals used for
interactions.It deals with physical features of speech science or sounds usually called phones,their way of production,acoustic features,auditory
perceptions and features called neurophysiological features.Phonology,on the other hand can be defined as an approach related to abstracts grammatical
... Show more content on Helpwriting.net ...
By utilizing phonograph developed by Edison,the properties of vowels and consonants were investigated by a person named as Hermann.The term
formant, known widely nowadays, came into existence as a result of these paper.In order to these Willi's and Wheatstone's theories of vowels
production,Hermann did an experiment of playing vowel recordings at different levels of speeds made via Edison developed phonographs.
Phonology deals with the study of sounds and gestures pattern in and across languages,regarding concerns with other aspects of language.Phonetics is
related to articulatory and acoustic features of speech sounds,their mode of production by the speaker and perception by the listener.Being part of such
an investigation,the phoneticians may confine themselves with the physical properties of meaningful so encoded comparison or the social meaning
lying hidden in the speech signal e.g gender,ethnicity

Phonology
1 Introduction:вЂЁ 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. вЂЁSegmental 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). вЂЁ 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 /Й™У™/. 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.
в€‚
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 TwoThree Four
Now add the word "and".
One and Two andThree andFour and
Next add "then"
One and thenTwo and thenThree and thenFour 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

My Reflection
This lesson was the first one I did during practicum week and I thought it went very well. I did this lesson in the morning pretty much after calendar
time. We had to wait a couple minutes for some of the students to get back from extra reading practice. When I went up to the front of the room a lot
of the students got excited. Considering I was somebody new, they thought it would be fun for me to teach them. I first asked the students what long
vowel sounds they have been working on and almost all of the students raised their hands. I was very proud of the fact that I did not have any
trouble with names when I was calling on them. I started the lesson with those questions in order to get them ready for the lesson, it was a quick
warm up in order to start thinking about what we will be doing. Next I told the students what we would be doing and that we will be working with
the white boards and I dismissed the students by their table groups, which are North, South and West. This worked really well and made it so there
wasn't a huge cluster around the white boards. The time that I allotted for the students getting the materials was perfect. I was still able to keep them
engaged and it made it efficient so no extra time was wasted on getting the white boards. When I started to go through the long a sounds I just had the
students shout that those out. This class has spent a lot of time on that sound and I knew the students were very knowledgeable in that long vowel. I felt

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)

Essay on Phonics and Whole language methods
Phonics and Whole language methods
Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger,
1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process.
Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has
only about forty–four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds
they have already learned (Flesch, 1983). An example from Rudolf Flesch's book Why Johnny Still Can't Read is that students would have learned the
sounds ... Show more content on Helpwriting.net ...
The other popular technique of reading instruction is whole language, also known as the "look–say" method. It has roots that reach back to the 1920s,
when some teachers favored "experience charts" in place of text books (Chall, 1992). Two of whole language instruction's biggest advocates are Ken
Goldman and Frank Smith. In the late 1960s, they observed that adults seemed to process written word without recoding it letter by letter, or sound by
sound. Based on this, Goodman and Smith claimed that children should learn to read naturally, as they learn to speak, and that breaking words down
into sounds was unnecessary (Moats, 2000). The basic focus of whole language learning is less on the rules and repetitions that are prevalent in phonics
instruction, and more on the meaning of the text and how it flows. Whole language emphasizes reading for meaning, and uses language in ways that
relate to the students lives directly (Curtis, 1997). Sounding out words, as used in phonics, is not used in this type of instruction. Whole language
experts advise that "most students will learn to read and write with no explicit instruction in phonics and spelling" (Moats, 2000). Students are
encouraged to decode words in context, and they are taught that the answers are not as important as the process (Haring, 1998). Often, teachers will
advise students to use pictures in the story to help them figure out

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. Aphoneme, 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

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

Graduation Speech : Phonetic Alphabet
[My students know/have the prerequisite skills to succeed in this learning segment where the central focus is IPA (International Phonetic Alphabet).
These prerequisite skills are the experience of singing a varied repertoire in multiple languages and being able to maintain their individual part pitches
while singing with others in lyrics, solfege syllables, or neutral syllables. While their singing communicates words with clarity in many cases, students
are still learning to maintain specific vowel integrity when singing in Ecclesiastical Latin or Spanish. throughout a song. There is a tendency to revert
to English sounding vowels in words such as "invisibilium" where the vowel [i] should sound as ee and the vowel [u] should sound as oo. At times, I
will hear students sing this word as ihn–vih–zih–bih–lih–am, which is incorrect. This learning segment takes into consideration the fact that some
students enrolled in 8th and 9th grades are not as proficient in choral singing as the 10th, 11th, and 12th grade students. The 8th and 9th grade students
are still learning to sing with pure vowel sounds. Therefore the learning segment starts from "scratch" with exercises that help students physically feel
and recognize vowel formation and sound, progressing in small increments towards the goal of identifying and applying IPA vowels to singing (Duke,
2012). My students with IEP/504 plans are still learning to maintain vowel integrity when singing with others in Ecclesiastical

Phhonological Features Of Cockney
What is Cockney? There is more than one possible answer to this question. It is conventionally used to refer to any person who was born within a
certain radius of a church named 'St. Mary–le–Bow' and therefore could hear the Bow Bells ringing. In general, it loosely refers to a traditional accent,
which is spoken by people from the Londoner working–class. However, the term 'Cockney' is informal. Its most extraordinary characteristic is the
usage of rhyming schemes to code their language, but then again, there are also several phonological features which differentiate 'Cockney' from other
British accents and dialects. Three of those features are going to be described. One of the most common characteristic, that distinguishes 'Cockney
English' from RP English, is the so called 'glottal stop' [К”] or otherwise known as 't–glottalization'. In order to produce it, the space between the vocal
cords, named glottis, needs to be closed, since the vibration of the vocal cords has to stop. The vocal folds have to be tightly closed and then they
need to be opened again. Lung air is being released by doing so and an explosive sound, which is similar to a cough, known as glottal stop, can be
perceived. ... Show more content on Helpwriting.net ...
There are many features to it; three of those were mentioned. All of them may be archetypical for 'Cockney' English, but they have spread across the
south–east of England and can now also be found in various other dialects and accents surrounding London; traces can even be found in Scottish
English. While those features are commonly used in the working–class, the middle class only uses them in certain circumstances and the upper class
relinquishes them entirely, since its usage stands for poor people and poor education, which makes it looked down upon and seen as inferior;
especially the 't–glottalization' and

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

Reaper Do Yo: A Fictional Narrative
"Well well well. Looks like you finally caught me, Harper. Hmmm , what an interesting few months it's been, let's see what acts of terror do you think
I've committed?" " Funny you should say '"think"', Reaper" she replied" I do not think that you have done anything. I know for a fact, that you killed
my team, blew up a passenger jet destroyed 13 world capitals and managed to kill over 4,000 people all by yourself,"aid Agent Harper to me in a cold
and demeaning manner. She pressed the pistol to my head and looked at me long and hard. I looked back into her eyes and saw what I'd done to her.
It's funny 'cause I Guess I did to her what was done to me all those years ago in the Great War. I robbed her of her life her friends and, of course, her
humanity. "Isn't fate a strange thing. I killed a man a long time ago who robbed me of my soul. Just like I've done to you." "Reaper do... Show more
content on Helpwriting.net ...
Numerous countries all around the world were having their water supplies all over the world poisoned at a time when the Thames barrier was too
low too keep out water and all five islands in new york had been flooded. So this was the real tipping point. Investors pulled out of countries just
like that. And then the war really began. OOh let me tell you kiddo it was bloody so damn bloody. But wait the Ipa the very people that you work
for they were responsible for all of it. I was a child grown in a lab who was raised to have real genetic advancements you know gills, wings all that
kinda stuff. The problem was that The IPA was responsible for the water crisis and so, they were bombarded by everyone so they sped up the project
and instead of mastering their understanding of the dna rna and everything in between, they used cybernetics.You see the thing was that the I.P.A
wanted to make there cybernetics as close as they could to gentic mods. So they removed the brain form each child, and gave them a body made out of
cythisium

Theoretical Assumptions : An Essential Literacy Skill
Theoretical Assumptions Spelling is an essential literacy skill. It is linked to reading. And it can be argued that learning to spell can enhance reading
ability. As is the case with reading ability, spelling ability can be classified into stages or levels. And in most cases students will progress through
these levels in a predictable and interrelated fashion. As students begin to read more fluently, their writing becomes more fluent. Holly is an example
where this is not the case. She is a proficient and fluent reader. She is not a fluent writer. Still, she is developing as a writer and, more specifically, a
speller. Spelling is still developmental, if not synchronous with reading. Children are actively involved in their learning. They construct their
knowledge. Current research shows that this goes for spelling as well (Bear, Invernizzi, Templeton, & Johnston, 2012). Students go through stages of
spelling development. It is an individual and can vary based on experiences. The Words Their Way program outlines a developmental spelling approach
theory. It assumes that students progress through three stages of spelling in the English language system, and that these stages build off each other.
Students make sense of spelling first through letter–sound relationships, then patterns, and finally meaning. It concentrates on an individualized
approach. Students are assessed individually, and then taught at their individual developmental stage using the

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

Difference Between Alphabet And International Phonetic Theory
In this essay, we will see the general difference between the International Phonetic Alphabet and the general phonetic theory. We will see what studies
and researches the two arguments include and in what ways they are seen to coincide. The International Alphabet was created by the International
Phonetic Association in 1888 and has endured constant reexamination since. The IPA can be said to come close to carry out the ideal one
–to–one
relation between the sound and the written symbol and this does not apply only for one language but is taken as the ideal example for all the
languages in the world. In fact to learn about the sound structure of all the languages a lot of research has to be done and this has to be done in
different areas of study like, anatomy, physiology and acoustics of the vocal tract, to see what sounds are used in speech and therefore how they are
defined by the international alphabet. Hence, The IPA symbols are generalizations. Yet the speech sounds, are more complicated the what they seem.
Every individual sound is unique and it also differs from a language to another and therefore we can see that this is... Show more content on
Helpwriting.net ...
A number of related concepts need to be inserted to lessen some of the deficiencies of an ongoing segmental concept. One of these concepts is the
segment when having an internal structure, made up of 3 articulatory based phases; onset, medial and offset. The task of any phonetic theory is to form
the structure of a phonetic component for a grammar. The function of the theory is to associate linguistic descriptions with the facts of speech and to
do so it must be expressed in the simplest, most comprehensive form possible and in a way which enables transparency of this relationship no matter
whether the theory is approached from the phonological angle or the articulatory/acoustic

Phonology : Phonology And Phonological Development
Phonology and phonological development are important to language acquisition. In researching Hebrew phonology and its development; we
learned how it is perceived, interpreted. The common theme across the articles was Hebrew language, like other languages, involves many levels of
acquisition. In our research we observed different aspects of the language such as its stress patterns, acoustics, bilingual acquisition and its
development along with learning how old Yiddish became Modern Hebrew; a language that borrows lexical terms and phrases. There is a link
between all that we studied. Perceptions can be manipulated by prosody and intonation in one's voice and as a result, we interpret the acoustic signal
and infer its message. Bilingual acquisition is related here as well. We receive acoustic cues that determine how we acquire language in that we record
pitch, stress and intonation and link to memory how the word should be used. Lastly, as dominant as a language can be it can be changed or modified.
Modern Hebrew is combined of Yiddish and, the ancient languages, Sephardic and Ashkenazi Hebrew. It also incorporates the languages and phrases
from outside influences. Due to the assimilation of languages, the stress and pronunciation of words have changed the original lexical representations
and phonological rules thereby creating a modern language. Hebrew language is fascinating and it is growing in the United States. It is ranked the 14th
most common language with

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

Your Beliefs, Alignments, And Interest
Flexibility of your beliefs, alignments, and interest are the only ways to be truly authentic. No one at any given moment should be ascribed a
definition. The human spirt is simply too intertwined with others and with the world to limit itself. Reasonably so, language the medium that
facilitates these interpersonal connections is also dynamic. Language, as well as people, can freely change depending on the present situation. The
ever flowing ways of language allows the user's identity to effortlessly proceed. The Encyclopedia of Language and Linguist states that "identities are
how we represent who we are to ourselves and others and how we interpret who others are" (Joseph 2006). More importantly, to not establish a sole
identity allows the other interlocutor more freedom to use desired speech styles thus discover an aspect of their own identity. To test the strength of my
identity, I recorded two conversations with interlocutors that I have vastly different connections and then analyzed the perceptions of myself to the
outside world. The first conversation was with my roommate and teammate, Baily Christian. Even though we have only known each other for one
month, during the past four weeks we have spent countless hours together and have slept within 5 feet every night. To say the least, we are pretty
familiar with each other. The conversation took place after a disappointing loss. Although the final whistle blew a few hours ago, both of us had the
game fresh on our mind,

Language, Phonetics And Phhonology And The Language Of...
The sounds of Language Phonetics and phonology It is a fact that syntax deals with sentence formation, semantics with sentence interpretation, and
phonetics and phonology with sentence utterance. Phonetics deals with how sounds are produced, transmitted and perceived. Phonology deals with
how sounds function in relation to each other in a language. The first one is about sounds of language while the second one is about the sound system
of language. Speech–sounds The natural or primary medium of human language is sound. A speech–sound is a phonetically distinct unit of speech.
There are huge speech–sounds called phones or segments. Phonemes and allophones A phoneme is a unit of sound that makes difference in the
meaning of a word. Phonemes are distinctive sounds in a... Show more content on Helpwriting.net ...
English language has that kind of rhythm called stressed–timed where stressed syllables occur in a sentence at fairly regular intervals of time even if
there are many unstressed syllables between them. Vocal folds vibrate with different frequencies when we speak and the faster they vibrate the higher
the pitch is. In English it does not make a big difference if you say words with low or high pitch they still remain the same meaning. Tone languages
are those languages where the pitch changes the meaning of words e.g. some African, Asian and Native American languages. In Mandarin Chinese /ma
/ can mean, among other things, 'horse' and 'mother', depending on the tone. The rise and fall of the voice in speaking is called intonation. In English
intonation helps the function and boundaries in syntactic unit and corresponds to punctuation in writing e.g. in He has gone has a falling intonation He
has gone? Has a rising intonation. Connected speech Till now the study of words was in isolation while in connected speech including weak and strong
forms, assimilation and liaison will be

Phonetics: International Phonetic Alphabet and Aspirated...
2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [Й”ЙЄ] (Diphthongs should be treated as one sound.)
a b c d e f g h i j
Word fleece neigh long health watch cow rough cheese bleached rags
Last Sound [s] [I] [n] [ Оё] [tКѓ] [aw] [f] [z] [t] [z]
3. Write the following words in phonetic transcription, according to your pronunciation. Examples: knot [nat]; delightful [dilaЙЄtfЙ™l] or
[dЙ™laЙЄtfЙ™l]. Some of you may pronounce some of these words the same.
a b c d e f g h i j k l
Word physics merry marry Mary yellow sticky
Phonetic Transcription [fIzIks] [mЙ›ri] [meri ] [mЙ›Й™rЙЄ] [jeloU] [stIkI]
transcription [trГ¦nskrЙЄpКѓЙ™n] Fromkin tease weather coat Rodman [fromkIn] [tiz] [wЙ›Г°Й™r] [kot] ... Show more content on Helpwriting.net ...
[p] spill b. low front vowel! [Г¦] tack c. lateral liquid! [l] lip d. velar nasal! [Е‹] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [ДЌ]
cherry g. palatal glide! [j] yodel h. mid lax front vowel! [Оµ] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team
7. In each of the following pairs of words, the bold italicized sounds differ by one or more phonetic properties (features). Give the IPA symbol for each
italicized sound, state their differences and, in addition, state what properties they have in common. Example: phone–phonic The o in phone is mid,
tense, round. The o in phonic is low, unround. Both are back vowels. bath bathe Г¦ = Low, central, unrounded e = Mid, tense, unrounded reduce
reduction Й™ = Low, lax, rounded v = Low, lax, unrounded cool cold u = High, tense, rounded a = Low, tense, unrounded wife wives e = Mid, tense,
unrounded i = High, front, tense cats dogs Г¦ = Low, central, unrounded o = Mid, back, rounded impolite indecent o = Front, lax, unrounded Й› = Mid,
lax, unrounded

10.The answered of Question (10).
1– Naom Chomsky is a linguist who teaches M A T. 2
– Phonetics is the study of speech sounds . 3– All spooking languages choose sound produced by
the upper respiratory systems. 4– In one dialect the English Cat the noun and Cat the verb are pronounced the same . 5– Some people think phonetics
is very interesting . 6– Victoria Fromkin, Robert Rodman, Nina Hyams are

Importance Of Reading Reflection On Reading
This semester I spent some one on one time with Elizabeth working with various reading assessments and after conducting multiple assessments on
Elizabeth I have determined that she is reading at grade level and progressing well. She is an articulate second grader and very focused during our
assessment time. She had noted during our interview that she enjoys reading and that she tries to read at least once a day while at home. When I
tested Elizabeth on her basic phonics skills she scored very well on all the alphabet skills and her spelling skills. She can correctly identify any of the
consonant letter sounds and all of the long vowel sounds (when the vowel "says its name") but had some difficulty with identifying the short vowel
sounds. She did very well when asked to identify the letter of the sound she heard in a certain word, for example, what the first letter sound she
heard in the word dip. During another test I administered I found that Elizabeth was right on grade level with her identification of "sight words" or
commonly seen words. When given this assessment Elizabeth was asked to look at a list of words and read them off in order. The words I used to
test her on were first, second and third grade words. She read the first grade words with no problems, had one error in the second grade words but she
did find some more difficulty in the third grade words which sets her perfectly on level. The word she found difficulty with in the second grade list
was the word

David Moser Why Chinese Is So Damn Hard
Comments on David Moser's "Why Chinese is so damn hard"
This essay is going to discuss the article "Why Chinese is so damn hard" by David Moser. In the article, Moser employed a humorous tone to point
out nine reasons why Chinese is challenging for adult foreigners like himself to learn and why Chinese is difficult itself. In the following paragraphs, I
am focusing on one of the arguments Moser proposed – Chinese's writing system "just ain't very phonetic", and will present my opinions on the
wordings he used and the presentation of the issue.
In his article, Moser stated Chinese not being phonetic is one of the reasons why westerners find it difficult to learn it. He pointed out that in English,
there are at least some correspondences between sound and spelling. It helps non–native speakers learning the language. However, in Chinese, save
those with radical and phonetic components, there are no clues at all for readers. The author also demonstrated his experience of learning French,
which is a phonetic language. He heard the word "amortisseur" from the radio several times and he recognised it on a sign by because the sounds he
constructed when reading the word is the same. "One reinforces the other," as he described the learning process. Yet, when he was in Taiwan, he could
not read the word on the sign as there were no indications of sound, or Moser said "phonetically mute." The example shows how it is easier to study
phonetic languages than the others. ... Show more content on Helpwriting.net ...
According to his statement, "Because the writing system just ain't very phonetic", Moser believes a large portion of Chinese character is not phonetic. At
the same time, he does not rule out those characters with a phonetic component. However, for non–native speakers, it is difficult to notice the pattern
even they learn Chinese for a very long

Phonological Dyslexia Vs. Orthographic (Surface)
Introduction:
Dyslexia is a neurological condition that affects в‰€15% of the world's population (Ramus et. al, 2013). It is defined as a difficulty in learning to
read or interpret words, letters, and other symbols (Pauc, 2015). This disability is associated with struggles in reading–related tasks such as word
identification and spelling in spite of normal intelligence, adequate education and motivation to read proficiently (Ma et.al, 2014). People with dyslexia
possess difficulties in taking notes, writing essays, finishing letters or reports, and showing their level of understanding in exams. The right
hemisphere is impaired in a dyslexic's brain, which is responsible for speech and reading, and because of this, they have to rely on the left ... Show more
content on Helpwriting.net ...
al, 2016). ICT provide safe and controlled environments, motivation, high level of interactivity, immediate feedback, and contribute to the improvement
of visual processing skills and short–term memory or working memory inadequacies (Kalyvioti et. al, 2012). They also help develop interactive
experiences and optimistic learning surroundings, that can motivate and help children, thus helping them address their disability early on and
possibly mitigate its various negative effects (Skiada et.al, 2014). The use of ICT offer support in several fields concerning learning difficulties
(Kalyvioti et. al, 2016). Digital technologies can be used in order to train, assist and even enable the learning process (Skiada et.al, 2014). Specifically
designed applications can stimulate students interest, but may also help students with disabilities fit into and progress within mainstream school
environments (Skiada et.al, 2014). One of the main groups of people with special educational needs, such as dyslexia, could potentially gain many
benefits from ICT (Skiada et.al, 2014). As an ICT, this Chrome Extension has the ability to be able to motivate and help children learn and improve
their comprehension of the English

GFTA-2: A Case Study
1.The most recent standardized test administered was The Goldman Fristoe Test of Articulation 2nd Edition (GFTA
–2). The results were as followed.
The raw score for the patient was 44. This raw score is the total number of articulation errors. The clients standard score was 60. This provides a
means to compare one individual to another based on age and gender. The client was in the 3rd percentile which indicates he did 3% better than
children of the same age on the same test. The client was at the age equivalent of a 2 year, 2 month old. The client is 5 years old which shows that
he is below the typical developing child of his age. His overall score indicates that his articulation skills have progressed since being tested in February
of 2016... Show more content on Helpwriting.net ...
A type of reinforcement used was verbal and visual reinforcement. This is used as a behavior management strategy and positive reinforcement. When
the clinician is done with all the activities he will receive a sticker for the client's hard work for approximating the /k/ sound. The goal of this
reinforcement is giving stickers to the client to make the correct production of the /k/ sound happen again and decrease the amount of visual prompts
given. This reinforcement was successful because the client new goal is producing the /k/ sound at the independent level. The client also understands
that when he makes the correct /k/ sound production he will receives a sticker for his sticker chart at the end of therapy.
5. The client uses the skills for making the correct production of the /k/ sound every day. This includes when the client is at school, at home, or in a
different environment. When the client is in any setting and encounters a word beginning with /k/ he remembers the steps to make the correction
production of the /k/ sound. If he does make an error on the /k/ sound, he is quick at self correcting himself. When needed, the mother reminds him of
what he is learning in therapy and always remembers that it's the /k/ sound and the steps on how to make the correct

Diagnosis of an Old Depressed Patient
Therapist Name: Case Name/#: I. Reason for Referral: The client is an 82 year–old male who has lives in a home for the aged. The client was
complaining of sadness, loneliness, hopelessness and states that he wishes to die. He denied suicidal intent or having a plan to hurt himself. II.
Presenting Problems: Client concerns: Sadness. Client concerns: End of life issues regarding meaning and usefulness. Client concerns: Isolation,
loneness, wanting to die. Clinical concerns: Depression. Clinical concerns: Interpersonal isolation/relationship issues. Clinical concerns: Hopelessness.
Clinical concerns: Despite no current suicidal intent the client is a high potential risk for suicidal behaviors. Contextual considerations: The client is
physically independent but very hard of hearing. The client cannot visit friends due to restrictions in the home and this is an issue for him. He is also
has issues with his son and daughter–in–law who placed him in the home he is currently in and has no contact with them. III. Relevant Background
Information The client is an 82–year–old male who lives in a home for the aged, having been removed from his home by his only child, his son. His
son is 42 years old and his daughter–in–law is 38 years old. They have two children. The client and his son lived together in the client's home prior to
his son's marriage. After his son and daughter–in–law were married the son's wife moved in to the client's home. Prior to

Example Of Phonetic Based Instructional Unit
B.1. In order to fulfill my Teacher Work Sample assignment, I created a phonetic
–based instructional unit, The Foundations of Reading, for a level one
through three, adult ESL class. I completed this in accordance with the following guiding learning goals:
1. Students will identify the letters and sounds of the English alphabet,
2. Students will recognize consonants and vowels, and
3. Students will learn short and long vowel sounds.
Upon completion of the unit, and after reviewing student pre and post–test scores, it became evident that the goal my students made the most
improvement in was goal number two;
Students will recognize consonants and vowels. Students achieved an average, combined score, on the Vowels and Consonants Pre–test, of 88 percent.
After receiving the corresponding instruction in this area, their combined average score improved eight percent to 96 percent.
In analyzing this result, I believe there are two plausible reasons. B.1.a. One reason for the students' success with this second goal may actually be the
instruction they attained in pursuing the first goal – Students will identify the letters and sounds of the English alphabet. While addressing the letters
and most common phonetic sounds of the English alphabet, (including short vowels sounds) in lessons two and three, incidental discussions occurred
regarding the vowels themselves, due to students' curiosity, prior knowledge and the changeable nature of English vowels' phonetic representations.

The Blizzard : A Short Story : The Blizzard
The Blizzard We didn't question it. Or complain. It wouldn't have occurred to us, and it wouldn't have helped.
I was nine. Anna was twelve. We didn't know that this blizzard would earn itself a name that would be printed on T–shirts. We would own such a shirt,
which extended its time in our house as a rag for polishing items. I didn't make up the blizzard, though it sounds made up, the nastiest of blizzard I've
ever been through, wind chill making it below zero, three feet of snow and snow still falling. You had to shovel your drive daily.
Later, a neighbor would tell of coming home after three nights away and have to dig down a foot to reach his own door. My dad had a snow
blower, which spewed sheets of snow out of the side of its mouth. Sheets became mountains, and mountains became walls on either side of our front
path, reaching almost to the sky. I could still view sky by tipping my head back, but seeing it was no relief because the sky was snow–white, tearing
itself into pieces and hurling them at us.
Then the world began shutting down. The airports, which was awful because our Mom was still in Utah, visiting her sister. The schools, which was
great for the first day, and good for the second, and then as time went on it became less enjoyable and less fun. The roads were impossible so the
fridge was emptying quickly. We couldn't watch television because Channel 5 covered the blizzard all day. A motorist, dead of exposure in a stranded
car. A man, dead of a heart

History of English Language
History of the English Language One thing that makes human culture possible is the language, not thought. We cannot form a precise though without
the power of words. Surely, we can relay on pictures, but language is the tool that will help the idea construct more completely, precisely, with more
detail and finesse. Animals communicate, but their way of communication is based on cries consisted of limited number of symbols which have
general meaning. Example: In case of danger: –A human with the help of words can specify the problem methodically saying what the problem is, how
it happened, where it came from... –An animal (bird) can only cry that there is danger, but no more Therefore, the language of the animals lacks... Show
more content on Helpwriting.net ...
1. /p/ (the phoneme spelled p in pat): voiceless bilabial stop. 2. /b/ (the phoneme spelled b in bat): voiced bilabial stop. 3. /t/ (the phoneme spelled t in
tot): voiceless alveolar stop. 4. /d/ (the phoneme spelled d in dot): voiced alveolar stop. 5. /k/ (the phoneme spelled c in cap): voiceless velar stop. 6. /g
/ (the phoneme spelled g in gap): voiced velar stop. If we have a rapid release then we call the consonant a plosive. If, on the other hand, there is a slow
release then we have an affricate. 1. /c</ (the phoneme spelled ch in chip): voiceless alveopalatal affricate. 2. /j</ (the phoneme spelled g in gyp):
voiced alveopalatal affricate. Glottal stop is a fricative produced by fully closing the vocal cords. Sonorant Consonants Nasals –––} m, n, ng (like in
sing) Lateral consonant –––} l Approximant –––} r The Phoneme It is said that there are 45 basic sounds of English that vary, but they are a lot more.
For example p has a lot of variants depending on its location in the word and the sentence. Open–ended system vs. closed system Lexical words vs.
grammatical words Open–ended system, as the name implies, is a system where its words are constantly changing. In the open–system we have the
word–classes: Nouns Adjectives Verbs These word–classes are also called lexical words. Closed system is a system where its words are not changing.
The

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

Reading Is A Dynamic Goal Of Education
Teach to read is a dynamic goal of education; it is proven that reading opens a new world of knowledge and enhance children's reading expertise.
Therefore, there are a lot of reading series that improves children's reading proficiency, however, the Real Kids Readers are the greatest language arts
curriculum based book series for preK–3rd grades that practices a significant phonics centered study. Phonics is defined as a technique of teaching
individual to read by connecting sounds (phoneme) with letters (grapheme) or a group of letters in an alphabetic writing system, thus Real Kids
Readers book series provides the phonics instruction approaches in an effective way that enhance children's phonic skills as well as boost their
vocabulary, fluency, and comprehension aptitudes. Real Kids Readers book series is established on fiction and non–fiction stories along with the actual
photographs that help children to understand the story, nevertheless the combination of the real scenario, vivid characters, and live photographs is
certified to amuse the young children as well as motivate them to have a keen interest in reading.
The objectives of the English Standards of Learning (SOL) are literate students in that way, so they have a full command of English language by
developing their oral language, concepts of printed language, letter name knowledge and production, sight word recognition, spelling, phonemic
awareness, phonics, vocabulary, fluency, and comprehension. Real Kids

Vowel and Introduction Onomatopoeia
Onomatopoeia
Abstract
и±ЎеЈ°иЇЌењЁиЇиЁЂй‡Ње±ћдєЋжЇ”иѕѓдёЌеЏ—й‡Ќи§†зљ„дёЂз±»иЇиЁЂпјЊе› е…¶еЏЈиЇзљ„ж„Џе‘іжЇ”иѕѓжµ“й‡ЌпјЊе› иЂЊз ”з©¶зљ„дєєеѕ€
е°
Key words: Onomatopoeia, Function, Origin, Nature of Onomatopoeia.
Introduction Onomatopoeia is very important not only in our oral language but in our literary language like poets. It is not easy to have a study on them
because of its tremendous number and complex pronunciation system. This small article mainly focus on the origin of onomatopoeia, the function of it
and the pronunciation of these words. The most important thing is the connection between the vowel symbol and the sound it indicate. Through
examples, I think the main thoughts can be expressed clearly.
1гЂЃThe Definition and ... Show more content on Helpwriting.net ...
As a result, the family of onomatopoeia has been getting larger and larger. At that time, language just took shape. And the language had not gone as far
as to be used to record everything they kept in mind. When writing became more and more important, to record these onomatopoeia words is simple
and effective. The rapid development of papermaking, writing and phonetics also made it possible for our ancestors to pass their imitation knowledge
to the next generation.
2гЂЃThe Function of Onomatopoeia The function of onomatopoeia is changing and different. In the early hunting time, the application of
onomatopoeia is to communicate with each other by simulate the sound of the animals. This is effective to express the sound. Another significant
function is reflected in the growing of a child. When the child is too young to speak, they are clever enough to imitate the sound of other things. It is
also an effective way of expressing what they want or what they hear. At the same time, their parents can easily understand what they want to express.
This kind of action can help them form a cognitive knowledge of their surroundings as well as promote the development of their brain. Meantime, they
can use this innate skill to learn a language from their parents. In modern times, the first function doesn 't exist any more. New applications come into
being with the change of language and

Lessons I Learned For Myself
Lessons I Learned for Myself. For the first time in my life, I became aware of how I use my voice and body to deliver a certain message to an
audience. This awareness came to me during my first professional voice class. With Antonio's help, I became able to identify parts of my body that
tighten up my movements and have a significant impact on my voice. During class exercises, I noticed that I have a tendency to lean my knees
back and tense belly muscles. These habits do not let me free my voice and make it sound unnatural. After reading Patsy Rodenburg's book The
Right to Speak I would describe my voice as habitual because it is encrusted with restrictive tendencies, which I refer to as habits (Rodenburg, 19).
I feel that I was constantly pushed into adopting habits throughout my life in order to reach the perfection that does not even exist. Habits enforced
by myself, culture, and parents became barriers to my voice. This class taught me that in order to thrive in everything I say, I should eliminate
habitual voice and free my natural voice. What I got out of our classes I remember how our first class started with a generosity game. To be honest,
at first, I had no idea what was the purpose of this game. I did not understand what generosity has to do with my voice. I considered myself generous
in actions because I was always willing to share with people. But it turned out that I lacked generosity in my speech. I lacked generosity in emotions,
information, and honesty.

Strengths And Weaknesses Of Oral Reading

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Strengths And Weaknesses Of Oral Reading