Academic literature on the topic 'Phonology; Speech; Comprehension vocabulary'
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Journal articles on the topic "Phonology; Speech; Comprehension vocabulary"
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KEMP, NENAGH, JULIANNE SCOTT, B. MAY BERNHARDT, CAROLYN E. JOHNSON, LINDA S. SIEGEL, and JANET F. WERKER. "Minimal pair word learning and vocabulary size: Links with later language skills." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 289–314. http://dx.doi.org/10.1017/s0142716416000199.
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ABSTRACTThere is increasing interest in the link between early linguistic skills and later language development. In a longitudinal study, we investigated infants’ (a) ability to use speech sound categories to guide word learning in the habituation-based minimal pair switch task, and (b) early productive vocabulary, related to their concurrent and later language task performance. The participants at Phase 1 were 64 infants aged 16–24 months (25 with familial risk of language/speech impairment), followed up at 27 months (Phase 2) and at 3 years (Phase 3). Phase 1 productive vocabulary was correlated with Phase 2 productive vocabulary, and with concurrent and later (Phase 3) tests of language production and comprehension scores (standardized tool), and phonology. Phase 1 switch task performance was correlated with concurrent productive vocabulary and language production scores, but not by Phase 3. However, a combination of early low vocabulary score and a preference for looking at an already-habituated word–object combination in the switch task may show some promise as an identifier for early speech–language intervention. We discuss how these relations can help us better understand the foundations of word learning.
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Meaux, Ashley Bourque, Julie A. Wolter, and Ginger G. Collins. "Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 509–13. http://dx.doi.org/10.1044/2020_lshss-20-00064.
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Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.
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Pinault, Georges-Jean. "Exploring the language layer of the dānastuti genre." Lingua Posnaniensis 61, no. 2 (December 1, 2019): 83–105. http://dx.doi.org/10.2478/linpo-2019-0016.
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Abstract The linguistic variedness of the ancient Vedic texts is a well-known fact. This can be observed within the Ṛgveda itself, the most ancient collection of hymns, and if one compares the language of the Ṛgveda with that of the Atharvaveda. Glimpses of Vedic dialects can be detected in several passages and words, although the poetic language displays a high degree of convention and normalisation. Among the hymns of the Rigveda few specific features can be attributed to the different families of bards, even though one can surmise that they belonged to different regions of the Vedic world. It is also likely that some families or so-called “branches” were linguistically mixed. The hymns resort to different genres of discourse. The dānastuti, lit. ‘praise of the gift’, marks a distinct part of the poetic competence. The passages in question, which are often limited to a single stanza, although others are more developed, making up a substantial part of the poem, are devoted to praise of the generosity of the patron, who is expected to reward the poet appropriately for his work. A comprehensive survey of these parts of the hymns of the Rigveda was made in the dissertation of Manilal Patel (1929), a student of Karl F. Geldner. This meritorious book describes mostly cultural, historical and ritual features. On the other hand, the familiar, and in cases crude or mischievous, tone of these pieces has been noted by several commentators of the Rigveda. It would be too simple, however, to consider that these parts faithfully reflect everyday speech. The paper aims to explore the linguistic traits of the dānastutis which contrast with the standard layer of the Ṛgvedic language at all levels: phonology, morphology, syntax, vocabulary. On the level of stylistics and poetics, it will be shown that the phraseology of the dānastutis relies on sophisticated devices derived from the standard phraseology which was used otherwise for the praise of the gods and goddesses in the core of the hymns.
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Calet, Nuria, María Flores, Gracia Jiménez-Fernández, and Sylvia Defior. "Habilidades fonológicas suprasegmentales y desarrollo lector en niños de educación primaria." Anales de Psicología 32, no. 1 (December 25, 2015): 72. http://dx.doi.org/10.6018/analesps.32.1.216221.
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Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5thgrade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.
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Duff, Dawna. "The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?" Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 562–78. http://dx.doi.org/10.1044/2019_lshss-voia-18-0001.
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Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.
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Munro, Natalie, Elise Baker, Sarah Masso, Lynn Carson, Taiying Lee, Anita M. Y. Wong, and Stephanie F. Stokes. "Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology." Journal of Speech, Language, and Hearing Research 64, no. 7 (July 16, 2021): 2682–97. http://dx.doi.org/10.1044/2021_jslhr-20-00680.
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Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733
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Bernhardt, Barbara, and Carol Stoel-Gammon. "Nonlinear Phonology." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 123–43. http://dx.doi.org/10.1044/jshr.3701.123.
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The purpose of this tutorial is to introduce a recent advance in phonological theory, “nonlinear phonology,” which differs fundamentally from previous theories by focusing on the hierarchical nature of relationships among phonological units. We first introduce the basic concepts and assumptions of nonlinear phonological theory and then demonstrate clinical applications of the theory for assessment and intervention. Data from a child with a severe phonological disorder are used to illustrate aspects of nonlinear theory. The data are first analyzed in terms of phonological processes in order to provide the readers with a familiar starting point for comprehension and comparison. The nonlinear frameworks are shown to provide a deeper analysis of the child’s phonological system than the phonological process analyses and to lead to a more clearly defined intervention plan.
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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (October 2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).
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PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
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Goodwin, Amanda P., Yaacov Petscher, and Jamie Tock. "Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students With Limited Reading Vocabulary." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 589–602. http://dx.doi.org/10.1044/2020_lshss-19-00031.
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Purpose The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness, (b) Syntactic Morphological Knowledge, (c) Semantic Morphological Knowledge, and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.
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Gray, Shelley, and Hui-Chun Yang. "Selecting Vocabulary Words to Teach." Perspectives on Language Learning and Education 22, no. 4 (November 2015): 123–30. http://dx.doi.org/10.1044/lle22.4.123.
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Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have a clear rationale for selecting specific words to teach. The purpose of this article is to review different strategies for selecting vocabulary words for direct instruction and to discuss the pros and cons of each strategy.
Dissertations / Theses on the topic "Phonology; Speech; Comprehension vocabulary"
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Schafer, Graham. "Word learning in infancy." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242032.
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Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.
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An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique.
We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.
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Morrow, Julie Jo. "The Relationship Between Synonym Comprehension and Receptive Vocabulary and Language Development in 3-Year-Olf Children." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1051133264.
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Durfee, Alexandra Zezinka. "Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002.
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Renner, Lena F. "The magic of matching – speech production and perception in language acquisition." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147908.
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This thesis investigates the relationship between speech production and speech perception in the early stages of phonological and lexical acquisition. Previous studies have mainly focused on independent investigations of speech production and perception abilities in language acquisition. This thesis connects the individual speech production capacities to the child's perception and is organized around three major studies: Study I explores methodological alternatives such as the combination of EEG and eye-tracking in different Swedish participant groups: adults, 17-month-olds, and 24-month-olds. Visual and auditory stimuli, as well as the connection between word production and word perception are explored. Study II investigates phonological capacities in terms of consonant inventory, percentage of correctly pronounced words, segmental errors, as well as phonological templates in relation to vocabulary size in a group of Swedish 18-month-olds. Study III studies the influence of the children's individual phonological and lexical capacities in speech production on their word recognition in a group of Swedish toddlers with a productive vocabulary size above 100 words. The general results show that children accept mispronounced word forms as appropriate word candidates when the word forms are related to their individual word production. The occurrence of segmental errors increases with vocabulary size, and phonological templates are more likely to be observed in children with a productive vocabulary size above 100 words. The results thus indicate an influence of the individual child's production on word recognition, and a relationship between phonological capacities and lexical knowledge. These insights contribute to theoretical debates in linguistics regarding the abstractness of phonological word form representations and reveal a closer relationship between production and perceptual abilities in toddlers than what has previously been shown.
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Duff, Dawna Margaret. "Lexical semantic richness : effect on reading comprehension and on readers' hypotheses about the meanings of novel words." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1591.
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Purpose: This study investigates one possible reason for individual differences in vocabulary learning from written context. A Latent Semantic Analysis (LSA) model is used to motivate the prediction of a causal relationship between semantic knowledge for words in a text and the quality of their hypotheses about the semantics of novel words, an effect mediated by reading comprehension. The purpose of this study was to test this prediction behaviorally, using a within subject repeated measures design to control for other variables affecting semantic word learning.
Methods: Participants in 6th grades (n=23) were given training to increase semantic knowledge of words from one of two texts, counterbalanced across participants. After training, participants read untreated and treated texts, which contained six nonword forms. Measures were taken of reading comprehension (RC) and the quality of the readers' hypotheses about the semantics of the novel words (HSNW). Text difficulty and semantic informativeness of the texts about nonwords were controlled.
Results: All participants had increases in semantic knowledge of taught words after intervention. For the group as a whole, RC scores were significantly higher in the treated than untreated condition, but HSNW scores were not significantly higher in the treated than untreated condition. Reading comprehension ability was a significant moderator of the effect of treatment on HSNW. A subgroup of participants with lower scores on a standardized reading comprehension measure (n=6) had significantly higher HSNW and RC scores in the treated than untreated condition. Participants with higher standardized reading comprehension scores (n=17) showed no effect of treatment on either RC or HSNW. Difference scores for RC and difference scores for HSNW were strongly related, indicating that within subjects, there is a relationship between RC and HSNW.
Conclusions: The results indicate that for a subgroup of readers with weaker reading comprehension, intervention to enhance lexical semantic richness had a substantial and significant effect on both their reading comprehension and on the quality of hypotheses that they generated about the meanings of novel words. Neither effect was found for a subgroup of readers with stronger reading comprehension. Clinical and educational implications are discussed.
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Wise, Justin Coy. "The Growth of Phonological Awareness: Response to Reading Intervention by Children with Reading Disabilities who Exhibit Typical or Below-Average Language Skills." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04182005-104522/.
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Thesis (Ph.D.)--Georgia State University, 2005.Title from title screen. Rose Sevcik, committee chair; Robin Morris, Mary Ann Romski, Byron Robinson, committee members. 194 p. [numbered xii, 180] ; ill. (some col.) Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 168-180).
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Horacio, Camila Paes. "Manifestações linguísticas em adultos com alterações no espectro da neuropatia auditiva." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5143/tde-26082010-170001/.
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Introdução: A presença de perdas auditivas de origem neural no adulto que já desenvolveu linguagem pode acarretar alteração de compreensão da fala com dificuldade na discriminação auditiva dos sons e entendimento completo da mensagem. Entre as causas de perdas auditivas neurais está o distúrbio do espectro da neuropatia auditiva (DENA). A maioria das publicações sobre o DENA descrevem o padrão do diagnóstico auditivo, entretanto as consequências dessa alteração auditiva para a comunicação do indivíduo e as implicações dessas para o tratamento fonoaudiólogico são escassas. Faz-se necessária a identificação das especificidades linguísticas a serem avaliadas nos neuropatas, por meio de um protocolo de avaliação direcionado, para permitir a elaboração de diretrizes terapêuticas bem delineadas. Objetivo: Este estudo teve como objetivo descrever as manifestações linguísticas em adultos com o Distúrbio do espectro da neuropatia auditiva (DENA). Métodos: Foram incluídos neste estudo pacientes adultos identificados com o diagnóstico de DENA, alfabetizados, sem alterações neurológicas e cognitivas, no período entre 2007 e 2009 no setor de Fonoaudiologia do Ambulatório de Otorrinolaringologia do HCFMUSP. Doze pacientes foram selecionados, sendo 8 do sexo masculino (66,7%), com idades entre 18 e 50 anos. Foi elaborado um protocolo de anamnese incluindo dados sobre escolaridade, uso de amplificação sonora individual (AASI) e queixas auditivas específicas. O protocolo de avaliação constou de provas que abordaram a avaliação da recepção auditiva e da emissão de fala (identificação fonêmica; inteligibilidade; leitura e compreensão de texto e consciência fonológica) e da expressão (fala e elaboração). Os estímulos foram dados por via somente auditiva e no modo auditivo e visual (com leitura orofacial - LOF). Resultados: As principais características observadas nestes pacientes: sexo masculino, ensino fundamental incompleto, uso de AASI menor que três meses em ambas as orelhas, dificuldade de ouvir em ambientes ruidosos e diálogo foram as situações comunicativas que geraram maior dificuldade na expressão. Observou-se que em todas as provas com apoio da LOF, houve melhora significativa da percepção da fala do ponto de vista clínico. Conclusões: As especificidades linguísticas dos pacientes adultos com DENA encontradas foram: baixa escolaridade, velocidade de fala alterada, dificuldade de compreensão de texto tanto pela via auditiva como pela leitura, dificuldade de consciência fonológica, melhora da repetição de palavras e frases com o uso da LOF.Introduction: Post linguistic neural hearing loss in adults can lead to speech alterations and difficulties in auditory discrimination of sounds and comprehension of the message. Auditory neuropathy spectrum disorder (ANSD) is among the causes of neural hearing loss. Most studies on ANSD describe the standard for auditory diagnosis. However, the consequences of such hearing impairment in communication and its implication on speech therapy are scarce. Thus, it is necessary to identify the specific language aspects to be assessed in neurologically impaired individuals through a directed assessment protocol to allow the development of outlined treatment guidelines. Objective: This study aimed to describe the linguistic manifestations in adults with ANSD. Methods: The study included adults diagnosed with ANSD, who were literate and had no neurological or cognitive alterations. Data collection was carried out between 2007 and 2009 at the Speech, Language and Hearing service of the Clinic of Otorhinolaryngology of HCFMUSP. Twelve patients, eight males (66,7%) with ages ranging from 18 and 50 years of age were selected. An anamnesis protocol was designed. This protocol included data on education, use of hearing aids (HA) and specific hearing complaints. The assessment protocol consisted on tests of auditory reception and production of speech (phonemic identification; intelligibility; reading and text comprehension; and phonological awareness) and expression (speech and elaboration). The stimuli input were given in auditory only and in auditory plus visual mode (with lip reading). Results: The main characteristics observed in all participants were: male gender; incomplete primary school; use of hearing aids for less than three months in both ears; difficulty hearing in noisy environments; and dialogue, were the communicative situations that led to greater difficulty in expression. A significant improvement in speech perception was observed in all tests with lip reading. Conclusions: The language specificities of individuals with ANSD were: low educational level; speech rate alterations; difficulty in reading comprehension both by hearing and by reading; difficulty in phonological awareness; improvement of words and phrases repetition using LR.
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Dumay, Nicolas. "Rôle des indices acoustico-phonétiques dans la segmentation lexicale: études sur le français." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210753.
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Ram, Gayatri. "Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713.
Full textBooks on the topic "Phonology; Speech; Comprehension vocabulary"
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Popkin, David. Vocabulary power through Shakespeare: Essential words for reading comprehension, writing, speech, and standardized examinations. Nashville: Hada Publications, 2002.
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Sharon, Ash, and Boberg Charles, eds. The atlas of North American English: Phonetics, phonology, and sound change : a multimedia reference tool. Berlin: Mouton de Gruyter, 2006.
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Vocabulary Power Through Shakespeare: Essential Words for Reading Comprehension, Writing, Speech, and Standardized Examinations. Hada Publications, 2002.
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McKinnis, Sandra. The Processing Program, Level 1: Using Language Webs and Altered Auditory Input to Improve Comprehension. Thinking Publications, 2000.
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Ash, Sharon, Charles Boberg, and William Labov. Atlas of North American English: Phonetics, Phonology and Sound Change. Mouton de Gruyter, 2005.
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Rueschemeyer, Shirley-Ann, and M. Gareth Gaskell, eds. The Oxford Handbook of Psycholinguistics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198786825.001.0001.
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This handbook reviews the current state of the art in the field of psycholinguistics. Part I deals with language comprehension at the sublexical, lexical, and sentence and discourse levels. It explores concepts of speech representation and the search for universal speech segmentation mechanisms against a background of linguistic diversity and compares first language with second language segmentation. It also discusses visual word recognition, lexico-semantics, the different forms of lexical ambiguity, sentence comprehension, text comprehension, and language in deaf populations. Part II focuses on language production, with chapters covering topics such as word production and related processes based on evidence from aphasia, the major debates surrounding grammatical encoding. Part III considers various aspects of interaction and communication, including the role of gesture in language processing, approaches to the study of perspective-taking, and the interrelationships between language comprehension, emotion, and sociality. Part IV is concerned with language development and evolution, focusing on topics ranging from the development of prosodic phonology, the neurobiology of artificial grammar learning, and developmental dyslexia. The book concludes with Part V, which looks at methodological advances in psycholinguistic research, such as the use of intracranial electrophysiology in the area of language processing.
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Wilshire, Carolyn E. Conduction Aphasia: Impaired Phonological Processing. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.8.
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Conduction aphasia is a syndrome characterized by impaired repetition in the context of relatively preserved auditory comprehension and fluent speech. The classical conceptualization of conduction aphasia as a disconnection syndrome has been undermined in recent years. Nevertheless, this diagnosis delineates a small subset of individuals with aphasia who have many common cognitive and anatomical characteristics. Conduction aphasia is associated with damage to a relatively narrow and well-defined group of left hemisphere brain structures, which may include the posterior superior temporal lobe, the inferior parietal lobe, and the insula. According to current cognitive neuropsychological frameworks, an impairment in phonological planning for speech production is the common underlying cognitive dysfunction in the majority of cases, which may sometimes be accompanied by an analogous impairment in receptive phonology. Other common features, such as sentence repetition problems and reduced short-term memory span, may be a secondary consequence of the primary phonological impairment. Current approaches to the treatment of conduction aphasia target the underlying impairment in phonological planning. It is argued that the diagnosis of conduction aphasia can be a useful first step toward understanding a person’s language difficulties and planning effective treatment interventions.
Book chapters on the topic "Phonology; Speech; Comprehension vocabulary"
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Bosch, Laura. "Language proximity and speech perception in young bilinguals." In Romance Phonetics and Phonology, 353–66. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.003.0017.
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Linguistic experience shapes speech perception from the earliest stages of development. Infants growing up in bilingual contexts are exposed to a more complex linguistic input from which they will gradually build language-specific phonetic and phonological categories, eventually characterizing words in their early lexicons. Input languages can show different levels of proximity relative to their rhythmic, phonetic, phonological, or lexical properties. Does language proximity affect early speech perception processes, from language differentiation to perceptual narrowing and phonological representation of words in the bilinguals’ vocabulary? Data from infants growing up in Catalan-Spanish contexts, acquiring a close pair of Romance languages, are reviewed and contrasted with data from infants exposed to more distant language pairs. It is argued that language proximity can determine specific adjustments in bilinguals’ early phonetic perception and phonological encoding of words. Language proximity factors can account for differences among bilingual infants’ trajectories previously reported in the literature.
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"The Emergence of Phonology From the Interplay of Speech Comprehension and Production: A Distributed Connectionist Approach." In The Emergence of Language, 399–434. Psychology Press, 2013. http://dx.doi.org/10.4324/9781410602367-19.
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Zengin, Buğra. "Significance of Transcript Availability for Viewing TV Coverage of US Elections." In Design Solutions for Adaptive Hypermedia Listening Software, 164–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7876-6.ch008.
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With its engaging spectacle and discussion of key issues, the US presidential election debates draw high viewership of not only Americans but also people of other nationalities through not only US-based television channels but also other mainstream channels around the world. Since many of the viewers are likely to be the learners of English as the most widely used Lingua Franca, who listen for as well as to the content, they should be helped with their processing of what they listen to, given the listening comprehension challenges. The demanding factors of speech rate and vocabulary necessitate the use of transcripts as an aid for listening comprehension. Transcripts facilitate the required vocabulary buildup and allow for semantic mapping through frequency counts of recurrent key words or word strings uncovering linguistic patterns and laying foundation for the enriching listening practices. Therefore, this chapter focuses on using transcripts accordingly.
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Ben-Avie, Michael, Régine Randall, Diane Weaver Dunne, and Chris Kelly. "Improving Students' Academic Learning by Helping Them Access Text." In Advances in Medical Technologies and Clinical Practice, 217–36. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8395-2.ch010.
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Conventional methods of addressing the needs of students with print disabilities include text-to-speech services. One major drawback of text-to-speech technologies is that computerized speech simply articulates the same words in a text whereas human voice can convey emotions such as excitement, sadness, fear, or joy. Audiobooks have human narration, but are designed for entertainment and not for teaching word identification, fluency, vocabulary, and comprehension to students. This chapter focuses on the 3-year pilot of CRISKids; all CRIS recordings feature human narration. The pilot demonstrated that students who feel competent in their reading and class work tend to be more engaged in classroom routines, spend more time on task and demonstrate greater comprehension of written materials. When more demonstrate these behaviors and skills, teachers are better able to provide meaningful instruction, since less time is spent on issues of classroom management and redirection. Thus, CRISKids impacts not only the students with print disabilities, but all of the students in the classroom.
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Shin, Ubong, Jieun Kiaer, and Jiyoung Shin. "Jejudo Korean." In The Oxford Guide to the Transeurasian Languages, 258–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198804628.003.0017.
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Jejudo Korean is spoken mainly on the island of Jeju. Owing to its geographic distance from Korean peninsula, it has some unique features that make it different from other dialects spoken in Korea. For instance, it contains a lexical influence from Middle Mongolian and has also preserved some elements of Middle Korean (10th century–16th century) that no longer exist in other Korean dialects. In 2011, UNESCO listed Jejudo Korean as a nearly extinct language. Since then, much attention has been given to Jejudo Korean. This chapter provides an overview of Jejudo Korean: historical connections and geneology, phonology, morphology, syntax, and vocabulary. Owing to the vast influence of Standard Korean, we also observed phonological and morphological changes in Jejudo Korean, particularly in young people’s speech.