Phonological Structure in Spoken and Written Language
Author | : Jane Ashby |
Publisher | : |
Total Pages | : 130 |
Release | : 2003 |
Genre | : Psycholinguistics |
ISBN | : |
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Author | : Jane Ashby |
Publisher | : |
Total Pages | : 130 |
Release | : 2003 |
Genre | : Psycholinguistics |
ISBN | : |
Author | : Michael Alexander Kirkwood Halliday |
Publisher | : Oxford University Press, USA |
Total Pages | : 140 |
Release | : 1989 |
Genre | : Education |
ISBN | : |
This books identifies the important differences between speaking and writing. Halliday leads the reader from the development of speech in infancy, through an account of writing systems, to a comparative treatment of spoken and written language, contrasting the prosodic features and grammatical intricacy of speech with the high lexical density and grammatical metaphor or writing.
Author | : Burling |
Publisher | : BRILL |
Total Pages | : 475 |
Release | : 2023-10-09 |
Genre | : Language Arts & Disciplines |
ISBN | : 9004653422 |
Presents a comprehensive introduction to linguistics, This book includes chapters on variation and change in lexicon, phonology, and syntax. It also covers topics such as pidgins and creoles, first and second language acquisition, development of language in the human species, growth of writing, printing in information technology and others.
Author | : Stefanie Jannedy |
Publisher | : |
Total Pages | : 494 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
In this edition we have revised and updated some of the already existing files and added some new materials and some new problem sets from various languages. In particular, you will find revisions in the following units: Phonetics, Phonology, Morphology, Psycholinguistics, Language Contact, Language Variation, and Writing Systems.
Author | : Gail T. Gillon |
Publisher | : Guilford Publications |
Total Pages | : 290 |
Release | : 2017-11-20 |
Genre | : Language Arts & Disciplines |
ISBN | : 1462532918 |
Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. New to This Edition: *Incorporates over a decade of important advances in research, assessment, and instruction. *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies. *Chapter on spelling development. *Significantly revised coverage of children with complex communication needs.
Author | : Rebecca Hughes |
Publisher | : Routledge |
Total Pages | : 191 |
Release | : 2005-06-20 |
Genre | : Language Arts & Disciplines |
ISBN | : 1134802668 |
This book provides an overview of the differences between spoken and written English. It is a genuinely interactive task based text.
Author | : Pamela A. Downing |
Publisher | : John Benjamins Publishing |
Total Pages | : 354 |
Release | : 1992-07-01 |
Genre | : Psychology |
ISBN | : 9027277184 |
This volume grew out of the Seventeenth Annual University of Wisconsin-Milwaukee Linguistics Symposium, which was held in Milwaukee on April 8-10, 1988. The theme of the conference was the relationship between linguistics and literacy. In this volume, a selection of papers are presented which cluster around three of the major themes that developed during the conference: the linguistic differences between written and spoken genres, the relationship between orthographic systems and phonology, and the psychology of orthography. The volume concludes with a solicited paper by Walter J. Ong which draws together the various strands considered in the other sections of the book and addresses the broader question of the social and psychological consequences of literacy.
Author | : Laurie Beth Feldman |
Publisher | : Psychology Press |
Total Pages | : 436 |
Release | : 2013-05-13 |
Genre | : Language Arts & Disciplines |
ISBN | : 1134778333 |
It is now well established that phonological -- and orthographic -- codes play a crucial role in the recognition of isolated words and in understanding the sequences of words that comprise a sentence. However, words and sentences are organized with respect to morphological as well as phonological components. It is thus unfortunate that the morpheme has received relatively little attention in the experimental literature, either from psychologists or linguists. Due to recent methodological developments, however, now is an opportune time to address morphological issues. In the experimental literature, there is a tendency to examine various psycholinguistic processes in English and then to assume that the account given applies with equal significance to English and to other languages. Written languages differ, however, in the extent to which they capture phonological as contrasted with morphological units. Moreover, with respect to the morpheme, languages differ in the principle by which morphemes are connected to form new words. This volume focuses on morphological processes in word recognition and reading with an eye toward comparing morphological processes with orthographic and phonological processes. Cross-language comparisons are examined as a tool with which to probe universal linguistic processes, and a variety of research methodologies are described. Because it makes the experimental literature in languages other than English more accessible, this book is expected to be of interest to many readers. It also directs attention to the subject of language processing in general -- an issue which is of central interest to cognitive psychologists and linguists as well as educators and clinicians.
Author | : Gail T. Gillon |
Publisher | : Guilford Publications |
Total Pages | : 290 |
Release | : 2017-12-28 |
Genre | : Language Arts & Disciplines |
ISBN | : 1462532888 |
"Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3-17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. Subject Areas/Key Words: phonological awareness, phonological skills, phonemic awareness, phonemes, phonology, phonics, spoken language impairments, oral language, written language, reading development, early literacy development, oracy, speaking, teaching, assessments, interventions, instructional approaches, speech-language pathologists, speech-language pathology, special education, struggling learners, speech problems, speech disorders, learning disabilities, learning disorders, specific language impairments, dyslexia, reading disorders, spelling development, English language learners, at-risk students, speech-language therapists, early childhood education, preschoolers; English as a second language; second-language acquisition; learning multiple languages; metalinguistics; sounds Audience: Reading specialists, teachers, and special educators working with children ages 3-17 (PreK-12); speech-language pathologists; school psychologists"--
Author | : Jean-Philippe Martin |
Publisher | : |
Total Pages | : |
Release | : 2015 |
Genre | : Biolinguistics |
ISBN | : 9781316392317 |
"One of the most remarkable features of phonation is the disruption of the normal respiratory cycle. Indeed, outside phonation, the normal cycle of respiration presents a comparable duration for both the inspiration and the expiration (top of Figure 1.1). Figure 1.1 Respiration cycle, without phonation (top) and with phonation (bottom) The first produced prosodic units are breath groups. At early stages of language learning, children mainly use the necessary silent pause in the inspiration phase of their respiratory cycle as boundary markers of these units. The phonation process results from the air flow generated by the lung compression during the respiration-expiration phase. This air flow generates the necessary subglottal pressure needed to produce the vibration of the vocal folds for voiced sounds (vowels, voiced consonants), friction for fricative consonants, and intraoral pressure to allow the production of stop consonants"--