Relevant bibliographies by topics / Consonants

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Consonants'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Consonants"

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Bessell, Nicola J. "Local and non-local consonant–vowel interaction in Interior Salish." Phonology 15, no. 1 (1998): 1–40. http://dx.doi.org/10.1017/s0952675798003510.

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Local consonant–vowel (C–V) interaction is attested in many languages, both as a phonetic and as a phonological process. There can be a clear developmental relationship between the two, with phonologisation of phonetic interaction occurring quite commonly (Hyman 1976, Ohala 1981). Thus, a common (historical) context for nasal vowels is an adjacent nasal consonant. When consonants trigger non-local effects (i.e. when the domain of the consonantal feature extends beyond adjacent segments), typically both vowels and consonants are targeted. For example, in consonant-induced nasal or emphasis harm
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Sariah, NFN. "AKRONIM YANG BERFONOTAKTIK TIDAK LAZIM DALAM BAHASA INDONESIA." Linguistik Indonesia 32, no. 1 (2014): 47–62. http://dx.doi.org/10.26499/li.v32i1.14.

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This acronym research describes some uncommon phonotactic acronyms in Indonesian. Three indicators were used as guidance: (1) the list of phonotactic phonemes, (2) the common closed consonants, (3) the number of common syllables in Indonesian. The data were taken from national news papers from January 2012 thorugh March 2013. The results indicated: (1) uncommon phonotactic acronyms were usually found in the phoneme list of /md/ for Gakumdu, /nm/ for menmud, the /pk/ for Apkasi, and /pm/ for ipmi. (2) The acronyms of two identical sequenced consonants were found in the consonants /pp/ as in Bap
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New, Boris, Verónica Araújo, and Thierry Nazzi. "Differential Processing of Consonants and Vowels in Lexical Access Through Reading." Psychological Science 19, no. 12 (2008): 1223–27. http://dx.doi.org/10.1111/j.1467-9280.2008.02228.x.

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Do consonants and vowels have the same importance during reading? Recently, it has been proposed that consonants play a more important role than vowels for language acquisition and adult speech processing. This proposal has started receiving developmental support from studies showing that infants are better at processing specific consonantal than vocalic information while learning new words. This proposal also received support from adult speech processing. In our study, we directly investigated the relative contributions of consonants and vowels to lexical access while reading by using a visua
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Quy, Nguyen Tran. "Acoustic properties of Vietnamese initial consonants." Science & Technology Development Journal - Social Sciences & Humanities 1, no. 4 (2018): 67–76. http://dx.doi.org/10.32508/stdjssh.v1i4.465.

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In acoustic phonetic research, phonetic data is needed to prove authenticity. The acoustic phonetic analysis method is valid for verifying previous phonetic hypotheses. Thereby, lay the foundations of science to reinforce the notion of phonetic or phonetic study. The formant frequencies F1, F2, F3 are considered as the basis for measuring vowels. According to consonants, the length of VOT, formant transitions, antiformants, and locus frequencies will be noted. In this article, we present the basis to measure Vietnamese initial consonants such as: voiced consonants, voiceless consonants, stop c
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Ludin, Jalauddin. "The Role of Students’ Perception and Informatioin Technology in Improving The Production of (Θ) and (Ð) by 1thSemester Students of STIKOM Tunas Bangsa Pematangsiantar". Explora 9, № 3 (2023): 9–14. http://dx.doi.org/10.51622/explora.v9i3.2463.

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The productions of the English consonants (θ) and (ð) are constant difficulties faced by English learners whose mother tongue is not English. The failure in perfect productions of these consonants very often goes on to the time when the students’ speech sound plays a key part in their career. With the role of students’ perception of correct positions of the articulators against the required points of articulation in producing the dental fricative consonant sounds (θ) and (ð) and information technology,,the students can improve the quality of the productions even to perfect state. Keywords: rol
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Phạm, Ben, Hang Phạm, Van Phạm, et al. "Typical Consonant Acquisition by Children across Dialects in Vietnam." Forum for Linguistic Studies 6, no. 6 (2024): 295–309. https://doi.org/10.30564/fls.v6i6.7796.

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Information about typical consonant acquisition holds a key position in the practice of speech-language therapy. The purpose of this review article was to describe the typical age of acquisition of consonants produced by children across dialects in Vietnam. A review was undertaken of seven studies reporting consonant acquisition by 1,631 children living in Vietnam. Data were extracted to describe methodological aspects and the age of acquisition of individual Vietnamese consonants. Combining data from the seven studies reveals that most Vietnamese consonants are acquired by age 5. Ordered by t
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Erlina Intantiana Eka, Rikardus Nasa, and Yanto Yanto. "Contrastive Analysis Between Lio Language And English (A Phonological View)." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 1, no. 4 (2023): 01–19. http://dx.doi.org/10.61132/fonologi.v1i4.44.

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This ressearch discusses the comparison of two languages, namely Lio and English, with Lio as the regional language or language of origin and English as the target language. In this study limited the study to comparing how many vowels and consonants there are from each language, after researchers know the number of vowels and consonants present in Lio language researchers compare with vowels and consonants in English to find out where the similarities and differences between vowel phonemes and consonant phonemes from the two languages are located. In this study the author used a qualitative de
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Michaud, Alexis, Guillaume Jacques, and Robert L. Rankin. "Historical transfer of nasality between consonantal onset and vowel." Diachronica 29, no. 2 (2012): 201–30. http://dx.doi.org/10.1075/dia.29.2.04mic.

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Comparative data from several language families show that nasality can be transferred between a syllable-initial consonant cluster and the following vowel. The cases reported to date are summarized, and a new analysis is proposed for a set of Sino-Tibetan data. The evolution appears to go in both directions: from the consonantal onset to the following vowel in Tai-Kadai, Austroasiatic, Sino-Tibetan, Niger-Congo (Kwa) and Indo-European (Celtic), and from the vowel to the preceding consonant in Siouan. However, an examination of the conditions on these changes brings out an asymmetry. In most ca
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Najah Athirah, Sabila Kamalia, and Yani Lubis. "Theory Of English Constant In Phonology." Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora 1, no. 3 (2023): 150–58. http://dx.doi.org/10.59024/atmosfer.v1i3.224.

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The theory of consonants in English phonology is an important aspect in understanding the sound system in that language. Phonology is the study of how the sounds in language are used to form meaning. In English, consonants and vowels have different roles in forming word structure and sound articulation.Consonants in English are defined as sounds that experience resistance or airflow shift when spoken. There are various types of consonants in English, such as hissing consonants, popping consonants, sliding consonants, and so on. These consonants have certain characteristics, such as the place a
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Shirobokova, N. N., and N. N. Fedina. "Some of the features of the consonant system of the Chalkan language." Languages and Folklore of Indigenous Peoples of Siberia, no. 38 (2019): 51–57. http://dx.doi.org/10.25205/2312-6337-2019-2-51-57.

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In the following article, we describe the changes that have occurred in Chalkan phonetics over the last 70 years. We compare the consonant system data collected by N. A. Baskakov to modern research data of Siberian experimental phonetics. Certain differences between the Chalkan phonetic systems and other Siberian languages are revealed. We also describe the phonetic processes that are currently taking place in the modern Chalkan language. We list the following changes in Chalkan consonantism: nasalization of labial consonants in anlaut (p- → m-), denasalization of labial consonants in inlaut (
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Dissertations / Theses on the topic "Consonants"

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Elzinga, Dirk Allen. "The consonants of Gosiute." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288947.

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This dissertation is an analysis of the consonantal phonology of Gosiute, a member of the Numic group of Uto-Aztecan languages. The Numic languages are characterized by consonant alternations and distributional patterns which are rooted in patterns of phonetic naturalness. In this dissertation I provide an analysis of these patterns of distribution and alternation within the framework of Optimality Theory (Prince and Smolensky 1993). This dissertation accomplishes three things. First, it provides the most detailed treatment to date of the consonant system of a Numic language. Second, it demons
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Shadle, Christine Helen 1954. "The acoustics of fricative consonants." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15252.

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Qi, Yingyong. "Acoustic features of nasal consonants." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346257125.

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Haruna, Andrew. "The glottalic consonants of Hausa." Thesis, SOAS, University of London, 1990. http://eprints.soas.ac.uk/28965/.

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This thesis is concerned with the examination of the glottalic consonants of Hausa, a Chadic language spoken in northern Nigeria, Niger, Cameroon, Togo and Ghana. The glottalic consonants constitute a set of phonemes in the language whose historical and phonetic properties merit further investigation. The study is laid out in three parts. Part one (Chapters 1, 2 and 3) is the historical section. Here, a general overview of the Hausa language is given. Also discussed are several specific points made by pioneers of the genetic classification of Chadic within Afroasiatic and the reconstruction of
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Wilde, Lorin F. (Lorin Fern). "Analysis and synthesis of fricative consonants." Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/29185.

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Thesis (Ph. D.)—Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.<br>Includes bibliographical references (p. 121-126).<br>This electronic version was scanned from a copy of the thesis on file at the Speech Communication Group. The certified thesis is available in the Institute Archives and Special Collections<br>National Institutes of Health.
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Balci, Ercan. "Turkish consonants a government phonology analysis." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/988970643/04.

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Chen, Pak-wei Danny. "Spectral correlates of hypernasality in consonants." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279113.

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Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Lee, Lai-fong Joanna. "Consonants and contrastive features in developmental Putonghua." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208310.

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Thesis (B.Sc)--University of Hong Kong, 2002.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Yamane, Noriko. "'Placeless' consonants in Japanese : an ultrasound investigation." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43805.

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This dissertation investigates the place of articulation of allegedly ‘placeless’ consonants of Japanese - the moraic nasal /N/ and the glottal fricative /h/. In the discipline of phonology, these two consonants have typically been analyzed as having no place features of their own, on the grounds that their place features are predictable from the adjacent segments, that they often appear as outputs of debuccalization, and that they show high articulatory variability. While some researchers believe that certain segments are placeless both phonologically and phonetically, it has not been ex
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Temple, Rosalind A. M. "Aspects of sociophonetic variability in French consonants." Thesis, Aberystwyth University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270253.

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Books on the topic "Consonants"

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Ferrari, Disner Sandra, ed. Vowels and consonants. 3rd ed. Wiley-Blackwell, 2012.

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Compton, Arthur J. Speech production illustrations: Consonants. Carousel House, 1991.

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Rémy, Simard, ed. Phonics consonants: Consonant sounds you need to know to be a successful reader. Spark Pub., 2006.

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Downing, Laura J., and Al Mtenje. Segmental Phonology: Consonants. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724742.003.0003.

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This chapter discusses the consonant phoneme inventory, briefly comparing the Chichewa consonant inventory with that of Proto-Bantu, before turning to the distribution of the consonants in different morphologically defined positions (stem-initial, stem-medial, affixes). The second half of the chapter surveys the main consonantal phonological processes. The processes discussed include regular and productive processes, like nasal place assimilation and postnasal stop aspiration, and morphologically conditioned consonant mutations involved in the formation of noun class 5/6 singular–plural pairs
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Phonics IB: Initial consonants and consonant digraphs. Hayes School Pub, 1989.

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Consonants. Childs World, 1999.

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Consonants. Frank Schaffer Publications, 2000.

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Consonants. Red Chair Press, 2019.

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Company, Carson-Dellosa Publishing. Consonants. Tandem Library, 2001.

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Consonants. Evan-Moor Educational Publishers, 1987.

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Book chapters on the topic "Consonants"

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Thomas, Erik R. "Consonants." In Sociophonetics. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28561-4_4.

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Datta, Asoke Kumar. "Consonants." In Acoustics of Bangla Speech Sounds. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4262-1_2.

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Davenport, Mike, and S. J. Hannahs. "Consonants." In Introducing Phonetics and Phonology. Routledge, 2020. http://dx.doi.org/10.4324/9781351042789-3.

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Camp, Gregory. "Consonants." In Linguistics for Singers. Routledge, 2023. http://dx.doi.org/10.4324/9781003320753-6.

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Leung, Tommi Tsz-Cheung, Dimitrios Ntelitheos, and Meera Al Kaabi. "Consonants." In Basic Emirati Arabic. Routledge, 2024. http://dx.doi.org/10.4324/9781003320241-2.

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Bauer, Laurie. "Consonants." In English Phonetics, Phonology and Spelling for the English Language Teacher. Routledge, 2023. http://dx.doi.org/10.4324/9781032637020-5.

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Carley, Paul, and Inger M. Mees. "Consonants." In American English Phonetics and Pronunciation Practice. Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-2.

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Schutz, Rachel. "Consonants." In Welsh Vocal Music. Routledge, 2025. https://doi.org/10.4324/9781003347347-6.

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Bauer, Laurie. "Spelling consonants." In English Phonetics, Phonology and Spelling for the English Language Teacher. Routledge, 2023. http://dx.doi.org/10.4324/9781032637020-17.

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Carley, Paul, and Inger M. Mees. "Syllabic consonants." In English Phonetics and Pronunciation Practice, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003411338-22.

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Conference papers on the topic "Consonants"

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Штудинер, М. А. "Типологическая классификация фонетических систем славянских языков". У Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.05.

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Typological features of Slavic languages phonetic systems are construed in the report in terms of one of Common Slavic processes — re flexivity of long consonant sounds that appeared in Slavic consonant systems as a result of mutual adaptation of consonants in combinations that appeared after the disappearance of ultrashort vowels in weak position.
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Bobelo, Noxolo. "Consonance in Isixhosa Poetry on Nelson Rholihlahla Mandela." In 6th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-016.

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This composition examines the use of consonance in some isiXhosa poetry written as tribute to Nelson Rholihlahla Mandela. The aim is to show how stylistic language is used to measure the ability of the researcher to respond to poetic language in the poetry under study. While consonance is not the only form of repetition found in the poetry under study, this discussion concentrates only on this form of repetitive technique. Other techniques like assonance, linking, parallelism, refrain and others, are also instrumental and very crucial in the development and expansion of isiXhosa poetry. Like c
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Cantoni, Maria M., and Vitor A. M. Prado. "Word stress effects on syllable onset in Brazilian Portuguese." In Simpósio Brasileiro de Tecnologia da Informação e da Linguagem Humana. Sociedade Brasileira de Computação, 2024. https://doi.org/10.5753/stil.2023.234143.

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This study addresses duration patterns related to Brazilian Portuguese word stress. It has been generally assumed that stress affects some parts of the syllable, such as the vowel, but not others, like the consonant that precedes it. In this study, experimental data was used to test to what extent the consonant in a syllable onset is affected by stress. Results show that in stressed syllables consonants are longer than in post-stressed syllables. The lengthening impacts fricatives, nasals and even plosives.
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Karpava, Sviatlana, and Elena Kkese. "Acoustic-orthographic interface in L2 phonology by L1 Cypriot-Greek speakers." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0026/000441.

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The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions based on the different phoneme inventories and orthographies of CG and English. The findings suggest that there is an effect of L1 CG phonological and orthographic systems on L2 English vowel and consonant sound perception and written production.
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ALIMU, ABUDOUWAILI, and KAILIBINU. "AN EXPERIMENTAL ANALYSIS OF THE PHENOMENON OF DELETION OF THE CONSONANT R IN BAICHENG COUNTY DIALECT OF MODERN UYGHUR LANGUAGE BASED ON FIELD SURVEY." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36057.

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One of the contextual variations in the Uyghur language stream is the deletion of vowels, which leads to long vowelization. However, in Baicheng county dialect of modern Uyghur language, apart from the long vowelization of vowels resulting from the deletion of consonants, there is also the phenomenon of non-long vowelization of vowels. If the individual words resulting from the deletion of the consonant [r] is used alone, it may have the effect of distinguishing meaning, but when the word is used in the groups of words, phrases or sentences, it returns to its pre-deletion meaning according to
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Miatto, Veronica. "Perception of word-final inserted vowels and syllabicity in Italian." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0034/000449.

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Perceptual evidence is provided in favour of the non-syllabicity of word-final vocalic elements in consonant-final nonce words in Italian. These are optionally present after words ending in consonants, and their syllabicity status is debatable. In the experiment, speakers listened to stimuli of nonce words presenting variable duration of word-final schwas and judged whether the stimuli were monosyllabic or disyllabic. The results strongly suggest that speakers of Veneto Italian do not phonologically distinguish between nonce words that present a word-final schwa and those that do not. In fact,
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Basu, Tulika, Arup Saha, and Somnath Chandra. "Objective verification of Assamese consonants." In 2015 International Conference Oriental COCOSDA held jointly with 2015 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2015. http://dx.doi.org/10.1109/icsda.2015.7357879.

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Karlsson, Inger. "Consonants for female speech synthesis." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-127.

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Krivko, Roman. "NEW DATA ON THE HISTORY OF THE OLD BULGARIAN LANGUAGE IN THE EPIGRAPHIC WRITING OF THE FIRST BULGARIAN KINGDOM." In THE PATH OF CYRIL AND METHODIUS – SPATIAL AND CULTURAL HISTORICAL DIMENSIONS. Cyrillo-Methodian Research Centre – Bulgarian Academy of Sciences, 2023. http://dx.doi.org/10.59076/2815-3855.2023.33.04.

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The article describes several rare linguistic phenomena observed in earliest Old Bulgarian inscriptions: (1) the sign for palatal consonants in the Temnić inscription which testifies to palatal accomodation of the liquid consonant l to the preceding velar k, (2) in the Bitola inscription, different rools of the use of letters for jers showing the work of two different scribes, (3) ending -i in a compound numeral дъва на десѧти ‘12’ otherwise known only in two manuscripts of the 11th c., (4) the construction въ + acc of nomen abstractum in the sence of a mode of action, and, in the Krepča inscr
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Langi, Armein Z. R. "Correlation fractal characterization of speech consonants." In 2011 International Conference on Electrical Engineering and Informatics (ICEEI). IEEE, 2011. http://dx.doi.org/10.1109/iceei.2011.6021668.

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Reports on the topic "Consonants"

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Jartun, Randi. The percentage consonants correct and intelligibility of normal, language delayed, and history of language delayed children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6212.

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Gold, Bernard. Hopfield Model Applied to Vowel and Consonant Discrimination. Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada169742.

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Sonmez, Kemal, Madelaine Plauche, Elizabeth Shriberg, and Horacio Franco. Consonant Discrimination in Elicited and Spontaneous Speech: A Case for Signal-adaptive Front Ends in ASR. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada630638.

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De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: fascículo 37: toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004024.

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Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido de la letra -ñ. Les ay
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De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: fascículo 38: toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004025.

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Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido y la escritura de la l
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6

De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: Fascículo 33: Toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2023. http://dx.doi.org/10.18235/0004033.

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Abstract:
Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido J-j de la letra G-g cu
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De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: fascículo 36: toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004023.

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Abstract:
Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido /s/ cuando se escribe
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De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: fascículo 35: toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004022.

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Abstract:
Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido /S-s/ de la letra C cu
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9

De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: Fascículo 40: Toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004027.

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Abstract:
Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para conocer el sonido u cuando se escribe co
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10

De Varela, Ana Lorena, and Silvia Martínez Álvarez. Aprendamos todos a leer: Fascículo 34: Toda la familia lee y escribe conmigo. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004032.

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Abstract:
Aprendamos Todos a Leer es la iniciativa para la enseñanza de lectura y escritura inicial del BID, donde a través de materiales para el alumno, el maestro y el aula de clase, pretende brindar herramientas para apoyar el proceso de alfabetización inicial. El programa se organiza a partir de una cartelera fonológica presentando para cada fonema (sonido de letra) un personaje caracterizado por un animal. En respuesta al COVID-19, se desarrollaron fascículos para apoyar el trabajo en casa. Este fascículo los niños podrán realizar diferentes actividades para romper el dígrafo Gu-gu y permitir que l
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