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Journal articles on the topic 'Letter sound'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

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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2

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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3

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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Muchsin Aziz, Ahmad Haris, and Muhammad Soleh Ritonga. "Pelafalan Huruf Hijaiyyah Yang Benar Harus Sesuai Dengan Makhârij Al- Hurûf dan Karakteristiknya." alashriyyah 5, no. 2 (2019): 12. http://dx.doi.org/10.53038/alashriyyah.v5i2.95.

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Reading the Al-Qur'an does not just read, there are things that must be learned and considered. The truth is the reading can be seen from the pronunciation of the letters Hijaiyyah. The pronunciation of the letters must be in accordance with several things. But the underlying for beginners, there are two things that are interrelated. These two things are Makhârij al-Hurûf and Shifât al-Hurûf (Characteristics of Letters). The sound of the pronounced Hijaiyyah letter corresponds to the place where the sound of the Hijaiyyah letter comes out and some of the characteristics of the letter. To be ab

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Kasim, Amrah Muhammad. "Malamih al-Ashwat al-'Arabiyyah wa Makharijaha." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 10, no. 2 (2016): 109. http://dx.doi.org/10.18860/ling.v10i2.3081.

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<p>This writing discusses on al-ashwat al-‘arabiyyah that is known with “phonetic” term. It talks and interprets makharij al-huruf or place for producing sounds and also processing production of sounds by parts of mouth in Arabic language. The problems of sounds and its systems in Arabic language have been conducted by the scholars of al-ashwat al-‘arabiyyah attractively, neatly, and detail and gotten ahead the phonetic western scholars. Part of their analysis results formulate the study about al-ashwat al-sakinah (al-Shamit) is known with vocal and consonant sounds in research questions

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Yaden, David B., Ronald W. Marx, Adriana D. Cimetta, Ghadah S. Alkhadim, and Christina Cutshaw. "Assessing Early Literacy With Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening—Español." Hispanic Journal of Behavioral Sciences 39, no. 2 (2017): 193–210. http://dx.doi.org/10.1177/0739986316688877.

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For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child’s primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) Español with a sample of Spanish-speaking children in the southwestern United States. Children who could recognize at least 16 uppercase and nine lowercase letters were included in the analyses. Subscales of the Pre

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Amsler, Mark E. "Premodern Letters and Textual Consciousness." Historiographia Linguistica 37, no. 3 (2010): 279–319. http://dx.doi.org/10.1075/hl.37.3.01ams.

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Summary Modern linguistics textbooks devote little, if any, space to writing systems. Shifting our attention from naming precursors or proto-theories to reading earlier language study and linguistics as theorizing and description, the present paper explores ancient and early medieval concepts of the letter in terms of the semiotics of written language and the emergence of textual consciousness in manuscript culture. Early concepts and uses of the letter in alphabetic writing were ambiguous, multilayered, and occasionally contested, but they were not confused. Ancient and early medieval concept

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Moncayo Herrera, Enrique. "Achieving reading skills in a group of EFL Ecuadorian children through English phonics." Research, Society and Development 12, no. 5 (2023): e26512541906. http://dx.doi.org/10.33448/rsd-v12i5.41906.

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Reading is essential to develop while learning English as a foreign language. Thus, this study focuses on aiding children to enhance reading by first teaching them letter sounds instead of letter names. The goal is to teach children how to recognize and pronounce individual letters; if they can do so, children can combine those sounds with reading. Additionally, to mitigate the interference from the sound of L1 to L2 in some English words. The method used to answer the research questions; first teaching up to three blended letter sounds to engage kids in the development of reading English with

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Fulk, Barbara M., Dee Lohman, and Phillip J. Belfiore. "Effects of Integrated Picture Mnemonics on the Letter Recognition and Letter-Sound Acquisition of Transitional First-Grade Students with Special Needs." Learning Disability Quarterly 20, no. 1 (1997): 33–42. http://dx.doi.org/10.2307/1511091.

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The effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated using a multiple-baseline-across-students design. Following a baseline period, 20 consonant letters were presented using integrated picture mnemonics. Data were also collected on letter recognition, and students were questioned to determine if they were aware of their strategy use. Results indicated that integrated picture mnemonics were an effective instructional technique for increasing letter-sound acquisition and letter recog

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Turoman, Nora, and Suzy J. Styles. "Glyph guessing for ‘oo’ and ‘ee’: spatial frequency information in sound symbolic matching for ancient and unfamiliar scripts." Royal Society Open Science 4, no. 9 (2017): 170882. http://dx.doi.org/10.1098/rsos.170882.

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In three experiments, we asked whether diverse scripts contain interpretable information about the speech sounds they represent. When presented with a pair of unfamiliar letters, adult readers correctly guess which is /i/ (the ‘ee’ sound in ‘feet’), and which is /u/ (the ‘oo’ sound in ‘shoe’) at rates higher than expected by chance, as shown in a large sample of Singaporean university students (Experiment 1) and replicated in a larger sample of international Internet users (Experiment 2). To uncover what properties of the letters contribute to different scripts' ‘guessability,’ we analysed the

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Ambalegin, Ambalegin. "Phonological analysis of English consonants pronunciation." Journal of Applied Studies in Language 5, no. 1 (2021): 87–94. http://dx.doi.org/10.31940/jasl.v5i1.2341.

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This is descriptive qualitative research phonologically investigating the English consonant sounds as the central phenomena represented by letters. The theories of Bauer, Hayes, Katamba, Kreidler, McMahon, and Yule were applied in this research. The method of data collection was an observational method. The articulatory phonetic identity method was a method in analyzing the data with competence in differentiating technique. The Oxford Advanced Learner’s Dictionary as a standard form of British pronunciation was a tool to compare the sound produced and differentiate the English Alphabet letter.

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عموري, نعيم. "A stylistic study of sound and repetition in Surat Al-Dhariyat." Kufa Journal of Arts 1, no. 30 (2017): 217–36. http://dx.doi.org/10.36317/kaj/2016/v1.i30.6073.

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One of the most important researches in linguistics is the study of stylistics, and it has ramified aspects. However, in this research, I will touch on the sound, which is the first unit from which the literary text is formed, and on repetition. The phonetic study leads us to the phonetic meaning through the arrangement of the letters with each other. There are high explosive sounds, quiet whispered sounds, and whistling sounds, each of which comes according to its position in the letter and in the word.

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McBride-Chang, Catherine, and Rebecca Treiman. "Hong Kong Chinese Kindergartners Learn to Read English Analytically." Psychological Science 14, no. 2 (2003): 138–43. http://dx.doi.org/10.1111/1467-9280.t01-1-01432.

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We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic “look and say” method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the

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Rodriguez-Leon, Lucy. "Sound letter learning." Early Years Educator 16, no. 5 (2014): 28–30. http://dx.doi.org/10.12968/eyed.2014.16.5.28.

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Abdi, Yirgashewa Bekele, and William J. Therrien. "Effect of Amharic Letter Acquisition and Fluency Instruction on the Reading Achievement of Ethiopian Students at Risk for Reading Difficulties." Journal of International Special Needs Education 19, no. 2 (2016): 59–68. http://dx.doi.org/10.9782/2159-4341-19.2.59.

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Abstract This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment group received explicit instruction and fluency practice on grade one Amharic letters, two times a week for 18 weeks for 36 sessions. Students in the control condition received typical Amharic reading instruction. Results indicate that students i

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Sitohang, Mangantar. "THE ASSIMILATION CONSONANT SOUND PROCESS RESEMBLANCES BETWEEN ENGLISH AND BATAK LANGUAGE." Journal of English Language and Literature (JELL) 3, no. 02 (2018): 66–83. http://dx.doi.org/10.37110/jell.v3i02.52.

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This research attempts to describe Assimilation Consonant Sound Process Resemblances found in English and Batak Language, one of the local languages existing in Indonesia seen from Consonant Classifications Angles. Showing and describing the resemblance or similarity of assimilation process of the two languages can enrich our insight about this reality or process. Their resemblance discussed here is focused on utterance or oral communication/spoken language, precisely in accent level. As popularly known, in English, it is not always easy to know what sounds the letters stand for. The same lett

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De’Ath, Leslie. "A Further Look at Italian <z>." Journal of Singing 79, no. 2 (2022): 201–6. http://dx.doi.org/10.53830/rsbq9217.

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The relationship between the Italian letter <z> and its sound pattern in the language is unlike any other letter. This article focuses closely on that relationship, demonstrating how it is realized in all contexts, and in what manners it is unique, relative to other consonant letters.

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DOIGNON-CAMUS, NADEGE, and DANIEL ZAGAR. "The syllabic bridge: the first step in learning spelling-to-sound correspondences*." Journal of Child Language 41, no. 5 (2013): 1147–65. http://dx.doi.org/10.1017/s0305000913000305.

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ABSTRACTIt is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the ass

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Isermann, Michael. "Letters, Sounds and Things: Orthography, phonetics and metaphysics in Wilkins’sEssay(1668)." Historiographia Linguistica International Journal for the History of the Language Sciences 34, no. 2-3 (2007): 213–56. http://dx.doi.org/10.1075/hl.34.2-3.03ise.

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For a long time, and well beyond the publication of John Wilkins’sEssay Towards a Real Character(1668), a latent tension characterised the orthographic tradition. It was caused by two incompatible principles whose problematic relationship had never been addressed. One is the idea of the logical, chronological and semiotic primacy of speech over writing, or of sound over character, a principle which lives on in modern linguistics. The other is the doctrine of an abstract unity of sound/potestasand character/figurain the letter/littera, an axiom that appears to have been abandoned only with the

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Isermann, Michael M. "Letters, sounds and things." Historiographia Linguistica 34, no. 2-3 (2007): 213–56. http://dx.doi.org/10.1075/hl.34.2.03ise.

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Summary For a long time, and well beyond the publication of John Wilkins’s Essay Towards a Real Character (1668), a latent tension characterised the orthographic tradition. It was caused by two incompatible principles whose problematic relationship had never been addressed. One is the idea of the logical, chronological and semiotic primacy of speech over writing, or of sound over character, a principle which lives on in modern linguistics. The other is the doctrine of an abstract unity of sound/potestas and character/figura in the letter/littera, an axiom that appears to have been abandoned on

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Kholidah, Umi, Dwi Fitriyani, Rohmah Tussoleha, and Laura Monica. "KESAMAAN BUNYI BAHASA TULIS AKSARA LAMPUNG DAN AKSARA BATAK TOBA SUMATERA UTARA." Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia 8, no. 2 (2023): 414–22. http://dx.doi.org/10.31943/bi.v8i2.429.

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This study aims to describe the similarities in the sounds of written language in the Lampung script and the Toba Batak script of North Sumatra. The method used is descriptive qualitative method. The results of the study show that there are several similarities in the sounds of written language in the Lampung script and the Toba Batak script. All the main letters of the Lampung script and Toba Batak script end in [a]. The entire sound of the Toba Batak script is exactly the same as the sound of the Lampung script, only the sound [ka] in the Lampung script is not found in the Toba Batak script.

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Tri Angkarini. "The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship." JET (Journal of English Teaching) 9, no. 2 (2023): 202–14. http://dx.doi.org/10.33541/jet.v9i2.4726.

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This study aims to identify the pronunciation issues with English fricatives that undergraduate students encounter as a result of the intricate link between the English letter and sound. The purpose of this study is to gather comprehensive data regarding students' pronunciation difficulties in terms of the degree of difficulty associated with each English fricative sound, as well as the types of words in which they occur (monosyllabic words, disyllabic words, and multisyllabic words). In order to explain the English sounds that were contributing to the students' pronunciation issues, a descrip

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Jumabayeva, J. T. "THE STATUS OF THE LETTERS У, I IN KAZAKH LINGUISTICS". Tiltanym, № 3 (30 вересня 2021): 53–60. http://dx.doi.org/10.55491/2411-6076-2021-3-53-60.

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This article discusses the use of the letters y, i in oral and written communication. In general, in Kazakh linguistics, the frequency of occurrence of the letter y denoting a deaf, non-muffled sound is in the third place, and the frequency of occurrence of the letter i is in the eighth place. The letters y, i are found in all positions of the word: ygak, yrim, ykylas; kyran, musylman, zhumys; tary, tasy, kyrmyzy; isker, ismer, izgilik; kirispe, korik, minber; kuishi, negizi, tatti.. Despite the fact that these letters are found in all positions, opinions about the spelling of the letters y, i

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Meng, Helen, Sheri Hunnicutt, Stephanie Seneff, and Victor Zue. "Reversible letter-to-sound/sound-to-letter generation based on parsing word morpology." Speech Communication 18, no. 1 (1996): 47–63. http://dx.doi.org/10.1016/0167-6393(95)00032-1.

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Ambalegin, Ambalegin, and Tomi Arianto. "Segmental phonemic system of Riau Malay subdialect Kepulauan as local knowledge in Batam." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 159. http://dx.doi.org/10.30659/e.5.1.159-175.

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Malay dialect has a specific final sound /ɑ/ as /ə/ but not all final sound /ɑ/ is pronounced as /ə/. The final sound /r/ is dropped down and the sound /u/ after the letter <r> is pronounced as /ɒ/ in some particular words. This phonemic system must be preserved and developed as a local knowledge. Modality change of consciousness happens to the Malay, and Indonesian becomes elitist and leaves the egalitarian Malay. This descriptive qualitative research concerned to the phonemic features and comprehensive picture of Malay contemporary sounds, and Malay vowels and consonants with the perti

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Kamil, Kamil Ibrahim. "The Blocking of Preposition and Genitive (Alaihim) Between The Verb and Its Subject in The Holy Quran-A Phonetic and Contextual Study." Journal of AlMaarif University College 33, no. 3 (2022): 64–77. http://dx.doi.org/10.51345/.v33i3.523.g283.

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The research aims to study the characteristics of letters in the Qur’anic context and their impact on the graphic interpretation. First: The sound of the Arabic letter has a place in explaining the coherence of a single word, and then explaining its impact in the Qur’anic context. Second: Researchers must pay attention to phonology and its relationship to the science of interpretation, and to clarify the meanings that can benefit from the linguistic sound. Third: One of the most important results of the research is to refer to many of the main books on interpretation, intonation books, and lan

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O'Carroll, Shelley. "An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa." Reading & Writing 2, no. 1 (2011): 7–26. http://dx.doi.org/10.4102/rw.v2i1.10.

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This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. I

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Piasta, Shayne B., Kristin S. Farley, MS, Beth M. Phillips, Jason L. Anthony, and Ryan P. Bowles. "Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms." Assessment for Effective Intervention 43, no. 4 (2017): 249–55. http://dx.doi.org/10.1177/1534508417737514.

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The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their validity in assessing young children’s emerging letter-sound knowledge. In a sample of 998 preschool-aged children, the LSSFs were sensitive to change over time, showed strong concurrent validity with established letter-sound knowledge and related em

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Aravena, Sebastián, Jurgen Tijms, Patrick Snellings, and Maurits W. van der Molen. "Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training." Journal of Learning Disabilities 51, no. 6 (2017): 552–64. http://dx.doi.org/10.1177/0022219417715407.

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In this study, we examined the learning of letter–speech sound correspondences within an artificial script and performed an experimental analysis of letter–speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter–speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script. Our results demonstrated that brief training is moderately success

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Dewi, Ni Luh Desy Suari, and I. Gede Neil Prajamukti Wardana. "Introduction to Magic E in Reading English Words CVCe." Jurnal Indonesia Sosial Sains 5, no. 05 (2024): 1039–45. http://dx.doi.org/10.59141/jiss.v5i05.1107.

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English vowels consist of five letters that have different pronunciations (sounds) in English words. There are 20 vowel sounds and 24 consonant sounds in English. It is a challenge for English teachers to teach English learners the concept of reading English words. English vowels with the symbols a, i, u, e, and o have different pronunciations when they are positioned between consonants in the word CVC and when the word CVC is added by the letter e in the word CVCe. Therefore, this paper analyzed the influence of the letter e (which is referred to as magic e) in the pronunciation of English vo

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Primus, Beatrice, and Martin Neef. "Introduction: From letter to sound." Written Language and Literacy 7, no. 2 (2005): 133–38. http://dx.doi.org/10.1075/wll.7.2.01pri.

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Ritchey, Kristen D. "Assessing Letter Sound Knowledge: A Comparison of Letter Sound Fluency and Nonsense Word Fluency." Exceptional Children 74, no. 4 (2008): 487–506. http://dx.doi.org/10.1177/001440290807400405.

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Roberts, Theresa A., and Carol D. Sadler. "Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning?" Early Childhood Research Quarterly 46 (2019): 97–111. http://dx.doi.org/10.1016/j.ecresq.2018.04.002.

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Peresada, Yelyzaveta. "GRAPHIC LINGUISTICS: Delineating the Advancement of Writing Systems in the European Linguocultures." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 18 (May 30, 2024): 239–49. http://dx.doi.org/10.30970/ufl.2024.18.4410.

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This article highlights the general reception of the evolution of writing. The development of writing as a system of signs is under consideration. It is ascertained that writing is a basic concept of graphical linguistics as its separate branch, and graphics is an underlying principle of each ethnos linguoculture, which is fixed in the process of language formation. It is accepted that writing is a crucial invention of mankind since it stimulated the further development and transmission of information. The initial form of writing was launched by the ancient Sumerians and Egyptians. The stages

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Güzel, Şerif, and Zafer Alti. "The Sound and Letter Changes of Semsur(Adıyaman) Mouth." Humanities Journal of University of Zakho 6, no. 1 (2018): 142. http://dx.doi.org/10.26436/2018.6.1.559.

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This study aims to reveal the sound and letter changes of Semsur(Adıyaman) mouth. In this way, Semsur is trying to reveal the features of his mouth. Because Adıyaman geographically remains in Northern Kurdistan. This floating Kurdish (Kurmanji) speaks away from centers. Our work aims to identify the voices of Semsur and to reveal falling and changing voices. In this direction, some audio recordings were taken from Semsur. Later, the samples were identified for use in the study from these sound recordings. The samples obtained were classified in the alphabetical order as loud and silent. In thi

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Güzel, Åžerif, and Zafer Alti. "The Sound and Letter Changes of Semsur(Adıyaman) Mouth." Humanities Journal of University of Zakho 6, no. 1 (2018): 142–46. http://dx.doi.org/10.26436/hjuoz.2018.6.1.293.

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This study aims to reveal the sound and letter changes of Semsur(Adıyaman) mouth. In this way, Semsur is trying to reveal the features of his mouth. Because Adıyaman geographically remains in Northern Kurdistan. This floating Kurdish (Kurmanji) speaks away from centers. Our work aims to identify the voices of Semsur and to reveal falling and changing voices. In this direction, some audio recordings were taken from Semsur. Later, the samples were identified for use in the study from these sound recordings. The samples obtained were classified in the alphabetical order as loud and silent. In thi

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Sunarto. "Stilistika-Fonologi Qira’at Abu Ja’far: Studi Bacaan Ikhfa’ Kha’ dan Ghain." Bulletin of Indonesian Islamic Studies 1, no. 1 (2022): 29–44. http://dx.doi.org/10.51214/biis.v1i1.229.

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This paper identifies one of Abu Ja'far's rules of ushul qira’at, namely reading ikhfa' if there is a consonant nun or a tanwin meeting with kha' or ghain. This reading is unique and distinctive considering that the majority of qurra' agree that the two letters are idzhar letters, not ikhfa'. By using stylistic-phonology as a tool in interpreting, it is concluded that the polemic is rooted in the different descriptions of makhraj and, there are those who categorize both of them as part of the letter khalqiyyah or throat, and some include it as part of the letter located at the base of the tong

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KOSMEDA, Tetyana. "New semantic-pragmatic load of Latin letters during the Russian-Ukrainian war." Culture of the Word, no. 96 (2022): 113–30. http://dx.doi.org/10.37919/0201-419x.2022.96.8.

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Scientific research is performed in the paradigm of the theory of linguistics, pragmalinguistics, discourse linguistics, lingua axiology and creative linguistics. The basic methodological position is the doctrine of the relationship between the content and form of expression of language units, especially sound-letters, and graphemes. It is shown that the letters of different alphabets can become the subject of respect, love, pride and other feelings, and, conversely, they can express contempt, hatred, shame and even aggression. In different linguistic cultures sound-letters can be filled with

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Elivanova, Мariya. "Sound-Color and Phono-Semantic Analysis of Literary Poetic Text by Synesthets." PSYCHOLINGUISTICS 24, no. 2 (2018): 47–62. http://dx.doi.org/10.31470/2309-1797-2018-24-2-47-62.

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The article is concerned with investigating the problem of synesthesia that manifests itself in the fact that stimulation in one sensory-based system or cognitive system that leads to automatic reaction in another one. This article is the continuation of the research published in the previous one (Еливанова, Семушина, 2017) in which we described statistically significant sound / alphabet letters-color and words-color correlations typical for synesthets. Тhe aim of the next stage was to research synesthets’ capability of sound-color and phono-semantic analysis of a poetic text. Phonosemantics i

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Yaden, David B., Laura B. Smolkin, and Laurie MacGillivray. "A Psychogenetic Perspective on Children's Understanding about Letter Associations during Alphabet Book Readings." Journal of Reading Behavior 25, no. 1 (1993): 43–68. http://dx.doi.org/10.1080/10862969309547801.

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This study examined two preschoolers' understandings about letter associations during repeated alphabet book read alouds with their parents from a Piagetian perspective. Data for the present investigation was excerpted from a larger study in which six preschoolers, ages 3 1/2 to 4 1/2, read seven picture storybooks and two alphabet books three times each in a multiple baseline design over approximately a 30-day period. Applying the principles of Piaget's clinical or inquiry method, a qualitative analysis of the two children's responses to their parents' prompts or use of the formulaic phrase “

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Troia, Gary A., Froma P. Roth, and Grace H. Yeni-Komshian. "Word Frequency and Age Effects in Normally Developing Children's Phonological Processing." Journal of Speech, Language, and Hearing Research 39, no. 5 (1996): 1099–108. http://dx.doi.org/10.1044/jshr.3905.1099.

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Eleven kindergarten-age students and 11 second-grade students were asked to perform each of four phonological processing tasks: (a) confrontation naming of object drawings, (b) rapid sequential naming of object drawings and letters, (c) segmentation of words into sounds, and (d) blending sounds to produce words. Response accuracy and, for the picture naming tasks, response latency were measured. In addition, single-word reading ability and silent reading comprehension were evaluated. Results indicated that high-frequency stimuli were named faster and, in one task, more accurately than low-freq

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Wolf, Gail Marie. "Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing." Early Childhood Education Journal 44, no. 1 (2015): 11–19. http://dx.doi.org/10.1007/s10643-014-0685-y.

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Walton, Patrick. "Using Singing and Movement to Teach Pre-reading Skills and Word Reading to Kindergarten Children: An Exploratory Study." Language and Literacy 16, no. 3 (2014): 54. http://dx.doi.org/10.20360/g2k88j.

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Kindergarten classrooms were randomly assigned to a songs group (n = 44) that used choral singing and movement to teach phonological skills, letter-sounds, and word reading, or to a control group (n = 49) where children received their regular language and literacy programs for equal amounts of time. The songs group teaching involved choral singing and movements created for the project to teach phonological skills, letter-sounds, and word reading. Children preferred songs that were quick to learn, had strong or soothing rhythms, and incorporated movements. Children in the songs group had increa

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