Relevant bibliographies by topics / Letter sound

Contents

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

Academic literature on the topic 'Letter sound'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Letter sound"

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Froyen, Dries J. W., Milene L. Bonte, Nienke van Atteveldt, and Leo Blomert. "The Long Road to Automation: Neurocognitive Development of Letter–Speech Sound Processing." Journal of Cognitive Neuroscience 21, no. 3 (2009): 567–80. http://dx.doi.org/10.1162/jocn.2009.21061.

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In transparent alphabetic languages, the expected standard for complete acquisition of letter–speech sound associations is within one year of reading instruction. The neural mechanisms underlying the acquisition of letter–speech sound associations have, however, hardly been investigated. The present article describes an ERP study with beginner and advanced readers in which the influence of letters on speech sound processing is investigated by comparing the MMN to speech sounds presented in isolation with the MMN to speech sounds accompanied by letters. Furthermore, SOA between letter and speec
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Ghufron, Zaki. "PROBLEMATIKA PENGGUNAAN AKSARA ARAB." ALQALAM 27, no. 3 (2010): 325. http://dx.doi.org/10.32678/alqalam.v27i3.601.

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Arabic script is a system of written language used to symbolize the sounds of Arabic. It constitutes the category of written system of ortography and it is made based on the pronounciation of a sound independently or separated from the context of a word. As a result, there are latters arranged alphabetically, well-known as al-huruf al-hijaiyyah. All this time, Arabic script is acknowledged as a consistent language of the sound sign. It is understood considering that every Arabic letter has special character and it is completed by spelling rules. By such characters and spelling rules, every let
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Choi, Hong-Shik. "Hunminjeongeum Phonetics (II): Phonetic and Phoniatric Consideration for Explanation of Designs of Initial and Final Consonant Letters." Journal of The Korean Society of Laryngology, Phoniatrics and Logopedics 33, no. 2 (2022): 83–88. http://dx.doi.org/10.22469/jkslp.2022.33.2.83.

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Hunminjeongeum had 17 initial consonant letters. Among them, five consonant letters, those are ㄱ (牙音, molar sound letter), ㄴ (舌音, lingual sound letter), ㅁ(脣音, labial sound letter), ㅅ (齒音, dental sound letter), ㅇ (喉音, guttural sound letter), were served as chief consonants. There was no argument that consonant letters were made by symbolizing the shape of vocal organs during phonation of them. It could be phoniatrically explained that all of five chief consonants were morphologically symbolized from left lateral view of vocal tract during articulation. Although ‘ㄱ’ was known as molar sound, it
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Dodd, Barbara, and Alex Carr. "Young Children’s Letter-Sound Knowledge." Language, Speech, and Hearing Services in Schools 34, no. 2 (2003): 128–37. http://dx.doi.org/10.1044/0161-1461(2003/011).

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Purpose: This study compares three essential skills in early literacy: letter-sound recognition, letter-sound recall, and letter reproduction. Previous research comparing these aspects of letter-sound knowledge is limited. Method: Eighty-three normally developing children between the ages of 4:11 (years:months) and 6:4 were asked to recognize (i.e., point to the appropriate letter when the letter’s sound is given), recall (i.e., say the letter’s sound), and reproduce (i.e., write the letter when the letter’s sound is given) 32 letter sounds. Results: The children performed better in letter-sou
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Earle, Gentry A., and Kristin L. Sayeski. "Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities." Intervention in School and Clinic 52, no. 5 (2016): 262–69. http://dx.doi.org/10.1177/1053451216676798.

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Letter-sound knowledge is a strong predictor of a student’s ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology, an understanding of how sounds are organized within language. This can result in difficulty grasping the alphabetic principle, the knowledge of the relation between speech sounds and the letters/letter patterns that represent them. Research has demons
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Treiman, Rebecca, Susan E. Stothard, and Margaret J. Snowling. "Knowledge of letter sounds in children from England." Applied Psycholinguistics 40, no. 05 (2019): 1299–311. http://dx.doi.org/10.1017/s0142716419000274.

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AbstractLearning the sounds of letters is important for learning to decode printed words and is a key component of phonics instruction. Some letter sounds are easier for children than others, and studies of these differences can shed light on the factors that influence children’s learning. The present study examined knowledge of the sounds of lowercase letters among children in England, where a government-mandated curriculum specifies the order in which letter sounds should be taught and where letters’ sounds are taught before the names. The participants were 355 children from Nursery (mean ag
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Cabug, Vanessa Mae E., and Kerlyn V. Hatague. "PLAY BASED LEARNING: INTERVENTION IN IMPROVING LETTER SOUND RECOGNITION OF KINDERGARTEN LEARNERS." Cognizance Journal of Multidisciplinary Studies 3, no. 8 (2023): 1074–86. http://dx.doi.org/10.47760/cognizance.2023.v03i08.030.

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This action study was carried out to develop the letter sound identification abilities of kindergarten pupils of Mansamad Saliling Elementary School, Carmen North District, during the school year 2021-2022 using a Teacher Model Video Lesson and letter sound recognition activities such as tactile letters, fishing letters, and pudding letters. The study employed a pretest and a posttest. The information was gathered using an activity and TMVL, and it is being processed and analyzed using frequency. The findings of this study demonstrate the value of Recorded Video in assisting kindergarten stude
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Alvin, Nur Fauziah, and Ferawati Ferawati. "The Pronunciation of the Hijaiyah Letters for Autistic Children at Extraordinary Islamic School Qothrunnada Yogyakarta." AL-MISBAH (Jurnal Islamic Studies) 8, no. 1 (2020): 31. http://dx.doi.org/10.26555/al-misbah.v8i1.1906.

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This research aims to describe the pronunciation of the hijaiyah letters for autistic children at Extraordinary Islamic School Qothrunnada, as well as explaining factors cause errors of pronunciation of the letters hijaiyah and changing meanings. Formal object in this research is the pronunciation of the hijaiyah letters. The object of the material in this study is an autistic children at Extraordinary Islamic School Qothrunnada. The methods used in the analysis of data is a method in accordance and its preliminary technique is the technique hear and technique chat. Through this study, the res
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Alvin, Nur Fauziah, and Ferawati Ferawati. "The Pronunciation of the Hijaiyah Letters for Autistic Children at Extraordinary Islamic School Qothrunnada Yogyakarta." AL-MISBAH (Jurnal Islamic Studies) 8, no. 1 (2020): 31. http://dx.doi.org/10.26555/almisbah.v8i1.1906.

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This research aims to describe the pronunciation of the hijaiyah letters for autistic children at Extraordinary Islamic School Qothrunnada, as well as explaining factors cause errors of pronunciation of the letters hijaiyah and changing meanings. Formal object in this research is the pronunciation of the hijaiyah letters. The object of the material in this study is an autistic children at Extraordinary Islamic School Qothrunnada. The methods used in the analysis of data is a method in accordance and its preliminary technique is the technique hear and technique chat. Through this study, the res
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Treiman, Rebecca. "The Foundations of Literacy." Current Directions in Psychological Science 9, no. 3 (2000): 89–92. http://dx.doi.org/10.1111/1467-8721.00067.

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Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's
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Dissertations / Theses on the topic "Letter sound"

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Meng, Helen M. "Phonological parsing for bi-directional letter-to-sound/sound-to-letter generation." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11413.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.<br>Includes bibliographical references (leaves 185-195).<br>by Helen Mei-Ling Meng.<br>Ph.D.
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Gabovich, Vladislav Y. (Vladislav Yurievich) 1980. "A multi-stage sound-to-letter recognizer." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87225.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2002.<br>Includes bibliographical references (p. 87-88).<br>by Vladislav Y. Gabovich.<br>M.Eng.
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Stuart, Kathleen Morag. "Phonological awareness, letter-sound knowledge and learning to read." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262063.

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White, Teresa. "The effects of mnemonics on letter recognition and letter sound acquisition of at-risk kindergarten students." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1100.

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Maxwell, Larisa Ann. "Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11025/.

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Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amo
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Maxwell, Larisa Ann Rosales-Ruiz Jesus. "Effect of a stimulus shaping procedure on fluent letter sound acquisition." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11025.

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Roberts, L. C. "The roles of phonological sensitivity and letter-sound knowledge in reading acquisition." Thesis, Swansea University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638686.

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The research reported in this thesis, sought to examine the relative roles of rhyme awareness, phoneme awareness and letter-sound knowledge in children’s early reading. At the centre of the rhyme-phoneme debate is the clue word paradigm, a central plank of Goswami’s reading theory. In this task children are presented with a clue-word and then asked to read a series of other unfamiliar words. The rationale is that if children use orthographic rime analogy, then they are most likely to read unfamiliar words if they contain the same rime unit as the clue word. There is, however, growing evidence
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Davis, Elizabeth L. "The Effects of a Phonologically Linked Kindergarten Writing Program on Letter-Sound Relationships." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237831459.

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Bouchière, Blandine. "Contribution de la connaissance du nom des lettres à l’apprentissage du son des lettres : Etudes chez les prélecteurs francophones." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21882/document.

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Cette thèse présente un ensemble d’études examinant l’influence de la connaissance du nom des lettres sur l’apprentissage et la connaissance du son des lettres. Deux études sont consacrées à la place de la connaissance de la forme des lettres dans la relation entre nom et son des lettres. Les études ont été menées auprès de prélecteurs francophones âgés de 3 à 6 ans et scolarisés en école maternelle. L’objectif de la première étude (Etude 1) était de décrire la connaissance du nom des lettres avec l’âge et d’identifier des facteurs d’apprentissage. Les résultats ont révélé une influence de la
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Davis, Dawn. "Naming Speed, Letter-Sound Automaticity, and Acquiring Blending Skills among Students with Moderate Intellectual Disabilities." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/76.

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Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, an Initial Phonics instructional sequence was created that included student development of rapid and automatic retrieval of taught letter-sound correspondences to a level of mastery before teaching the skill of blending. For each of 16 students with MoID (ages 6-15), mastery criterion of letter-sound automaticity phases was determined by their individual naming speed as measu
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Books on the topic "Letter sound"

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M, Frazer Joan, and Frazer Douglas H, eds. 40,000 selected words: Organized by letter, sound, and syllable. Communication Skill Builders, 1987.

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Dolson, Jennifer. Effect of parental involvement and reading involvement on recall, letter sound and rhyming. Laurentian University, Department of Psychology, 2001.

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Root, Betty. Toad Letter Sound Game (Jolly Phonics: Letter Sound Games). Jolly Learning Ltd, 1989.

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Root, Betty. Donkey Letter Sound Game (Jolly Phonics: Letter Sound Games). Jolly Learning Ltd, 1989.

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Root, Betty. Rook Letter Sound Game (Jolly Phonics: Letter Sound Games). Jolly Learning Ltd, 1989.

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Root, Betty. Rabbit Letter Sound Game (Jolly Phonics: Letter Sound Games). Jolly Learning Ltd, 1989.

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Root, Betty. Goat Letter Sound Game (Jolly Phonics: Letter Sound Games). Jolly Learning Ltd, 1989.

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Toomey, Marilyn M. Introducing print awareness: Letter by letter sound by sound. Circuit Publications, Inc, 2003.

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Graham, Britney. Learn the Letter Sound. Independently Published, 2021.

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Shapiro, Ellen M. Giant Letter Sound Cards. Alphagram Learning Materials, 1998.

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Book chapters on the topic "Letter sound"

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Mesmer, Heidi Anne E., and Anna E. Kambach. "Teaching Letters and Letter-Sounds." In Alphabetics for Emerging Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003130918-5.

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Zelinka, Jan, and Luděk Müller. "Automatic General Letter-to-Sound Rules Generation for German Text-to-Speech System." In Text, Speech and Dialogue. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30120-2_68.

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Trancoso, Isabel, Céu Viana, Manuela Barros, Diamantino Caseiro, and Sérgio Paulo. "From Portuguese to Mirandese: Fast Porting of a Letter-to-Sound Module Using FSTs." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-45011-4_7.

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Bahr, Ruth Huntley, Elaine R. Silliman, and Laura Conover. "Chapter 22. More than spelling accuracy." In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.22bah.

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Spelling is a linguistic process that integrates phonological, orthographic, and morphological knowledge into novel word forms. Regardless of language, students learn to identify meaningful sound/letter combinations as they learn how to spell. However, most spelling investigations only consider overall word accuracy and not the nature and number of linguistic features in error. This chapter illustrates the utility of a linguistic scoring procedure in documenting the nature of misspelling patterns longitudinally in two groups of students from grades 1–7 that varied by spelling ability. Quantitative and qualitative analyses of misspellings demonstrate how general word knowledge develops into specific word knowledge for spelling. This type of fine-grained linguistic analysis is useful in studying spelling skill in any alphabetic or alphasyllabary language.
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Gönczöl, Ramona. "Sounds and letters." In Romanian. Routledge, 2020. http://dx.doi.org/10.4324/9781315363776-2.

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Dorn, Linda J., and Tammy Jones. "Letters, Sounds, and Word Study." In Apprenticeship in Literacy, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680569-8.

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Cardin, Régis. "Speaker-Independent Automatic Recognition of Plosive Sound in Letters and Digits." In Recent Advances in Speech Understanding and Dialog Systems. Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-83476-9_13.

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Stewart, Susan. "Letter on Sound." In Close Listening. Oxford University Press, 1998. http://dx.doi.org/10.1093/acprof:oso/9780195109924.003.0002.

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"Music to the Letter: Noise, Language, and the Letter from Schoenberg." In After Sound. Bloomsbury Academic, 2016. http://dx.doi.org/10.5040/9781501308130.0009.

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Mitchell, T. F. "Phonetic Essentials." In Pronouncing Arabic I. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198151517.003.0002.

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Abstract Speech sounds are sounds capable of production by the organs we use for speech. They are distinguished from the units (and features) of the sound system of a given language or language variety. It is primarily for the representation of the latter that phonetic transcription is used in this book. It is of the type usually termed phonemic, as opposed to narrow transcription, in which additional symbols (generally those of the International Phonetic Association) are used to indicate greater detail of pronunciation. The phonemic transcription is a set of symbols of which each corresponds to a significant, usually word-distinguishing, consonant or vowel phoneme of Classical Arabic. In turn, each consonant or vowel phoneme corresponds to one symbol only of the transcription. In fact, the relationship between the written letters of CA, including their diacritical indices, and their phonetic implications is so regular that a transcription is tantamount to a transliteration, that is, a letter-to-letter transfer from Arabic to roman shape, with an almost invariable correspondence between a significant Arabic sound and its written representation.
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Conference papers on the topic "Letter sound"

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Meng, Helen M., Stephanie Seneff, and Victor W. Zue. "Phonological parsing for bi-directional letter-to-sound/sound-to-letter generation." In the workshop. Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075876.

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Seneff, Stephanie. "Reversible sound-to-letter/letter-to-sound modeling based on syllable structure." In Human Language Technologies 2007: The Conference of the North American Chapter of the Association for Computational Linguistics; Companion Volume, Short Papers. Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1614108.1614147.

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Hunnicutt, Sheri, Helen Meng, Stephanie Seneff, and Victor W. Zue. "Reversible letter-to-sound sound-to-letter generation based on parsing word morphology." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-87.

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Jansche, Martin. "Re-engineering letter-to-sound rules." In Second meeting of the North American Chapter of the Association for Computational Linguistics. Association for Computational Linguistics, 2001. http://dx.doi.org/10.3115/1073336.1073351.

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"Letter-to-sound rules for Korean." In Proceedings of 2002 IEEE Workshop on Speech Synthesis. IEEE, 2002. http://dx.doi.org/10.1109/wss.2002.1224370.

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Vasek, Matus, and Gregor Rozinaj. "Optimization of letter to sound rules construction." In 2013 Signal Processing Symposium (SPS). IEEE, 2013. http://dx.doi.org/10.1109/sps.2013.6623600.

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Vasek, Matus, Gregor Rozinaj, and Renata Rybarova. "Letter-To-Sound conversion for speech synthesizer." In 2016 International Conference on Systems, Signals and Image Processing (IWSSIP). IEEE, 2016. http://dx.doi.org/10.1109/iwssip.2016.7502773.

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Williams, Briony. "Letter-to-sound rules for the welsh language." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-216.

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Pagel, Vincent, Kevin Lenzo, and Alan W. Black. "Letter to sound rules for accented lexicon compression." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-39.

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Jiang, Li, Hsiao-Wuen Hon, and Xuedong Huang. "Improvements on a trainable letter-to-sound converter." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-220.

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Reports on the topic "Letter sound"

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Meng, Helen M., Stephanie Seneff, and Victor W. Zue. Phonological Parsing for Bi-directional Letter-to-Sound/Sound-to-Letter Generation. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada458591.

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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usag
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