Journal articles: 'Phoneme segmentation'

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Munro, John. "Phoneme awareness span: A neglected dimension of phonemic awareness." Australian Educational and Developmental Psychologist 17, no. 1 (2000): 76–89. http://dx.doi.org/10.1017/s0816512200028042.

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AbstractThe importance of phonemic awareness knowledge in learning to be literate his wellestablished. One dimension of its acquisition, the developmental trend from an implicit awareness of rimes to an explicit awareness of phonemes, has attracted substantial interest.A second dimension, a trend in the amount of phonemic knowledge that can be manipulated, or phonemic awareness span, is examined in the present study. One hundred and sixty children from Preparatory (Prep) to Grade 3 completed five phonological tasks: rhyming, onset-rime segmentation, initial sound recognition, phoneme segmentation, and phoneme substitution. Each task involved words ranging in length from three to five phonemes. Phoneme segmentation and substitution tasks involved words with six phonemes. Over this grade range, phonemic length influenced performance for each task. The nature of the influence varied with grade level; performance for the developmentally simpler tasks was affected at the lower grade levels, whereas the more complex tasks were affected at the higher grades. These trends supported gradual differentiation of phonological knowledge into a network of phonemic units. There are implications for dyslexia subtyping, for reading disabilities diagnosis, and for instructional design.

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LEHTONEN, ANNUKKA, and REBECCA TREIMAN. "Adults' knowledge of phoneme–letter relationships is phonology based and flexible." Applied Psycholinguistics 28, no. 1 (January 2007): 95–114. http://dx.doi.org/10.1017/s0142716406070056.

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Despite the importance of phonemic awareness in beginning literacy, several studies have demonstrated that adults, including teacher trainees, have surprisingly poor phonemic skills. Three experiments investigated whether adults' responses in phonemic awareness and spelling segmentation tasks are based on units larger than single letters and phonemes. Responses often involved large units, and they were influenced by sonority and syllable structure. Participants who performed a phoneme counting task before a spelling segmentation task produced significantly more phoneme-based responses and fewer onset–rime responses than participants who first counted words in sentences. This training effect highlights the flexibility of adults' strategies. Although adults are capable of phoneme-based processing, they sometimes fail to use it.

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Rokhman, Miftakh Farid, Alies Poetri Lintangsari, and Widya Caterine Perdhani. "EFL learners’ phonemic awareness: A correlation between English phoneme identification skill toward word processing." JEES (Journal of English Educators Society) 5, no. 2 (September 12, 2020): 135–41. http://dx.doi.org/10.21070/jees.v5i2.467.

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This research aims to find out the correlation between English phoneme identification skills and word processing. It applies the quantitative approach with correlation design. The participants are 100 of 3rd- semester students in English Language Education Program. The correlational result reveals that it has correlation with .382 degrees in phoneme identification skill toward blending skill with the significance level .000, and .359 degrees in phoneme identification skill toward segmentation skill with the significance level .000. Then, the correlation result of English phoneme identification skill toward word processing is .462 degree with its significance .000. By the result, awareness to identify phoneme by initial, medial, and final sound correlates to the blending and segmenting skills which influence the comprehension of word. The more the students are able to identify phoneme based on its sound, the more the students will be able to blend and segment phoneme. Lastly, the ability to identify English phonemes is proven to be a skill that supports EFL learners on their productive and receptive skills. Then being able to identify its phonemes will assist on recognizing and processing English words appropriately so that English language teaching can be associated with the use of phoneme-based instruction on its teaching process. Highlights : Ability to identify English phonemes is proven to be a skill that supports EFL learners on their English productive and receptive skills. English phoneme identification skill contributes to blending and segmentation skill since phonemic awareness provides both decoding and encoding skill.

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VAN BON, W. H. J., and J. F. J. VAN LEEUWE. "Assessing phonemic awareness in kindergarten: The case for the phoneme recognition task." Applied Psycholinguistics 24, no. 2 (June 2003): 195–219. http://dx.doi.org/10.1017/s0142716403000109.

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The validity of phoneme recognition as an indicator of phonemic awareness at kindergarten age is investigated. Six paper and pencil phonemic awareness (PA) tests, phoneme recognition among them, are administered groupwise to Dutch children a few months before the beginning of formal literacy education. Additional phonological tests and an early reading test are administered individually. Ten months later, children are tested again with PA and literacy tests. Structural equation modeling shows the relations among tests to correspond broadly with findings reported in the literature. The PA test scores are determined by one common factor, and the early PA factor influences later literacy through its influence on later PA skill. Phoneme segmentation has the highest loading on the PA factor, but phoneme recognition is its best paper and pencil representative. Unlike phoneme segmentation, phoneme recognition competence can develop in the absence of literacy skills. Phoneme recognition equals phoneme segmentation in sensitivity and specificity when predicting later literacy failure.

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AINSWORTH, STEPHANIE, STEPHEN WELBOURNE, and ANNE HESKETH. "Lexical restructuring in preliterate children: Evidence from novel measures of phonological representation." Applied Psycholinguistics 37, no. 4 (September 1, 2015): 997–1023. http://dx.doi.org/10.1017/s0142716415000338.

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ABSTRACTThere is substantial debate in the literature surrounding the development of children's phonological representations (PRs). Although infant studies have shown children's representations to contain fine phonetic detail, a consensus is yet to be reached about how and when phonemic categories emerge. This study used novel implicit PR measures with preschool children (n= 38, aged 3 years, 6 months to 4 years, 6 months) to test predictions made by these competing accounts of PR development. The measures were designed to probe PR segmentation at the phoneme (rather than the phone) level without requiring an explicit awareness of phonemes. The results provide evidence in support of vocabulary driven restructuring, with PR segmentation found to be related to vocabulary when controlling for age.

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Carroll, Julia M. "Letter knowledge precipitates phoneme segmentation, but not phoneme invariance." Journal of Research in Reading 27, no. 3 (August 2004): 212–25. http://dx.doi.org/10.1111/j.1467-9817.2004.00228.x.

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Russak, Susie, and Elinor Saiegh-Haddad. "Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1 – English L2 adults." Second Language Research 33, no. 4 (May 3, 2017): 459–82. http://dx.doi.org/10.1177/0267658317703682.

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This article examines the effect of phonological context (singleton vs. clustered consonants) on full phoneme segmentation in Hebrew first language (L1) and in English second language (L2) among typically reading adults (TR) and adults with reading disability (RD) ( n = 30 per group), using quantitative analysis and a fine-grained analysis of errors. In line with earlier findings, overall mean scores revealed significant differences between the two groups. However, no qualitative differences were found. In both groups and languages, full phoneme segmentation overall scores for CVC stimuli were higher than CCVC stimuli. This finding does not align with previous findings, obtained from a phoneme isolation task, showing that isolation from a cohesive CV unit is the most difficult. A fine-grained analysis of errors was conducted to glean insight into this finding. The analysis revealed a preference for creating and preserving CV units in phoneme segmentation in both L1 and L2. This is argued to support the cohesion of the CV unit. The article argues that the effect of language-specific sub-syllabic representations on phonemic analysis may not be always observed in overall scores, yet it is reflected in specific patterns of phonological segmentation errors.

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Zhang, Jin Xi, Hong Zhi Yu, Ning Ma, and Zhao Yao Li. "The Phoneme Automatic Segmentation Algorithms Study of Tibetan Lhasa Words Continuous Speech Stream." Advanced Materials Research 765-767 (September 2013): 2051–54. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.2051.

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In this paper, we adopt two methods to voice phoneme segmentation when building Tibetan corpus: One is the traditional artificial segmentation method, one is the automatic segmentation method based on the Mono prime HMM model. And experiments are performed to analyze the accuracy of both methods of segmentations. The results showed: Automatic segmentation method based tone prime HMM model helps to shorten the cycle of building Tibetan corpus, especially in building a large corpus segmentation and labeling a lot of time and manpower cost savings, and have greatly improved the accuracy and consistency of speech corpus annotation information.

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Bouwmeester, Samantha, Elisabeth H. M. van Rijen, and Klaas Sijtsma. "Understanding Phoneme Segmentation Performance by Analyzing Abilities and Word Properties." European Journal of Psychological Assessment 27, no. 2 (January 2011): 95–102. http://dx.doi.org/10.1027/1015-5759/a000049.

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Several studies have demonstrated the relationship between phoneme segmentation ability and early reading performance, but so far it is unclear which abilities are involved, and which word properties contribute to the difficulty level of a segmentation task. Using a sample of 596 Dutch children, we investigated the abilities involved in segmenting the phonemes of 45 pseudowords that differed with respect to several properties. First, we found that a combination of short-term memory and speech perception explained variation in segmentation performance. Second, we found that a limited number of word property effects explained the difficulty level of pseudowords rather well. Finally, we constructed a high-reliability scale for measuring segmentation ability.

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Murray, Bruce A., Edna G. Brabham, Susan K. Villaume, and Margo Veal. "The Cluella Study: Optimal Segmentation and Voicing for Oral Blending." Journal of Literacy Research 40, no. 4 (October 1, 2008): 395–421. http://dx.doi.org/10.1080/10862960802629197.

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Using a within-subjects design, researchers compared 183 kindergartners' ability to blend words segmented in four different ways. On digitized video, a researcher portraying the fictitious “Cluella” pronounced 40 consonant-vowel-consonant words for participants to blend. She gave 10 words in phoneme segments with a loud schwa added to consonants, 10 in phoneme segments minimizing any schwa voicing, 10 in onset-rime chunks, and 10 in body-coda chunks. Participants were significantly more successful blending body-coda chunks than blending onsetrime chunks. They also were significantly more successful blending phonemes with added schwa than without. We apply these results to suggest procedures for providing optimal scaffolds for helping children learn to identify words.

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SASISEKARAN, JAYANTHI, and CHRISTINE WEBER-FOX. "Cross-sectional study of phoneme and rhyme monitoring abilities in children between 7 and 13 years." Applied Psycholinguistics 33, no. 2 (June 8, 2011): 253–79. http://dx.doi.org/10.1017/s0142716411000348.

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ABSTRACTWe investigated phonemic competence in production in three age groups of children (7 and 8, 10 and 11, 12 and 13 years) using rhyme and phoneme monitoring. Participants were required to name target pictures silently while monitoring covert speech for the presence or absence of a rhyme or phoneme match. Performance in the verbal tasks was compared to a nonverbal control task in which participants monitored tone sequence pairs for a pattern match. Repeated-measures analysis of variance revealed significant differences between the three age groups in phoneme monitoring, whereas similar differences were limited to the younger age groups in rhyme monitoring. This finding supported early and ongoing acquisition of rhyme- and later acquisition of segment-level units. In addition, the 7- and 8-year-olds were significantly slower in monitoring phonemes within consonant clusters compared to the 10- and 11-year-olds and in monitoring both singleton phonemes and phonemes within clusters compared to the 12- and 13-year-olds. Regression analysis revealed that age accounted for approximately 30% variance in the nonverbal and 60% variance in the verbal monitoring tasks. We attribute the observed differences to the emergence of cognitive processes such as segmentation skills that are critical to performing the verbal monitoring tasks.

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Shasike, Muhetaer, Buheliqiguli Wasili, and Xiao Li. "A Bayesian Approach to Phoneme Detection for Uyghur." Applied Mechanics and Materials 303-306 (February 2013): 1030–34. http://dx.doi.org/10.4028/www.scientific.net/amm.303-306.1030.

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In this paper, we presented a semantic speech segmentation approach, in particular phoneme segmentation. In order to get phoneme level information, a novel voiced speech, unvoiced speech and silence (VUS) classification is proposed. Five parameters that can be extracted by short-time analysis methods are used to discriminate the phoneme boundary. Experiments on Uyghur broadcasting news indicate that the performance of proposed algorithm is satisfying.

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Geetha, K., and R. Vadivel. "Phoneme Segmentation of Tamil Speech Signals Using Spectral Transition Measure." Oriental journal of computer science and technology 10, no. 1 (March 4, 2017): 114–19. http://dx.doi.org/10.13005/ojcst/10.01.15.

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Process of identifying the end points of the acoustic units of the speech signal is called speech segmentation. Speech recognition systems can be designed using sub-word unit like phoneme. A Phoneme is the smallest unit of the language. It is context dependent and tedious to find the boundary. Automated phoneme segmentation is carried in researches using Short term Energy, Convex hull, Formant, Spectral Transition Measure(STM), Group Delay Functions, Bayesian Information Criterion, etc. In this research work, STM is used to find the phoneme boundary of Tamil speech utterances. Tamil spoken word dataset was prepared with 30 words uttered by 4 native speakers with a high quality microphone. The performance of the segmentation is analysed and results are presented.

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Furuichi, Chieko, Katsura Aizawa, and Kazuhiko Inoue. "Speech recognition using stochastic phonemic segment model based on phoneme segmentation." Systems and Computers in Japan 31, no. 10 (2000): 89–98. http://dx.doi.org/10.1002/1520-684x(200009)31:10<89::aid-scj9>3.0.co;2-7.

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Thipakorn, Bundit, and Boonserm Kaewkamnerdpong. "Thai Phoneme Segmentation using Discrete Wavelet Transform." International Journal of Smart Engineering System Design 5, no. 4 (October 2003): 389–99. http://dx.doi.org/10.1080/10255810390243467.

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Ball, Eileen W., and Benita A. Blachman. "Phoneme segmentation training: Effect on reading readiness." Annals of Dyslexia 38, no. 1 (January 1988): 208–25. http://dx.doi.org/10.1007/bf02648257.

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Sarma, Mousmita, and Kandarpa Kumar Sarma. "Vowel Phoneme Segmentation for Speaker Identification Using an ANN-Based Framework." Journal of Intelligent Systems 22, no. 2 (June 1, 2013): 111–30. http://dx.doi.org/10.1515/jisys-2012-0050.

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AbstractVowel phonemes are a part of any acoustic speech signal. Vowel sounds occur in speech more frequently and with higher energy. Therefore, vowel phoneme can be used to extract different amounts of speaker discriminative information in situations where acoustic information is noise corrupted. This article presents an approach to identify a speaker using the vowel sound segmented out from words spoken by the speaker. The work uses a combined self-organizing map (SOM)- and probabilistic neural network (PNN)-based approach to segment the vowel phoneme. The segmented vowel is later used to identify the speaker of the word by matching the patterns with a learning vector quantization (LVQ)-based code book. The LVQ code book is prepared by taking features of clean vowel phonemes uttered by the male and female speakers to be identified. The proposed work formulates a framework for the design of a speaker-recognition model of the Assamese language, which is spoken by ∼3 million people in the Northeast Indian state of Assam. The experimental results show that the segmentation success rates obtained using a SOM-based technique provides an increase of at least 7% compared with the discrete wavelet transform-based technique. This increase contributes to the improvement in overall performance of speaker identification by ∼3% compared with earlier related works.

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Sermier Dessemontet, Rachel, Anne-Françoise de Chambrier, Catherine Martinet, Urs Moser, and Nicole Bayer. "Exploring Phonological Awareness Skills in Children With Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 122, no. 6 (November 1, 2017): 476–91. http://dx.doi.org/10.1352/1944-7558-122.6.476.

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Abstract The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.

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Skaraki, Evaggelia. "Reinforcing preschoolers’ phonemic awareness through the use of tablets." Advances in Mobile Learning Educational Research 1, no. 1 (2021): 28–36. http://dx.doi.org/10.25082/amler.2021.01.004.

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This study aimed to implement an intervention program to examine whether tablets enhance kindergarten children’s phonemic awareness. Seventy-four (74) kindergarten children (40 boys and 34 girls) aged 4 to 6 years from 4 public kindergarten classrooms participated in the study, from which 38 children formed the experimental group while 36 children formed the control one. During the intervention program, children in the experimental group were trained through tablets in initial phoneme identification, initial phoneme deletion, and phoneme segmentation, while the control group trained in the same tasks without tablets. Results showed statistically significant differences in favor of the experimental group. In conclusion, the present research found that digital media help educational practice, but it is also how teachers use digital tools to facilitate learning.

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Gromko, Joyce Eastlund. "The Effect of Music Instruction on Phonemic Awareness in Beginning Readers." Journal of Research in Music Education 53, no. 3 (October 2005): 199–209. http://dx.doi.org/10.1177/002242940505300302.

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The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children ( n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children ( n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instruction, t=−3.52, df= 101, p= .001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropriate symbols may develop cognitive processes similar to those needed for segmentation of a spoken word into its phonemes.December 14, 2004August 1, 2005

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Emiru, Eshete Derb, Shengwu Xiong, Yaxing Li, Awet Fesseha, and Moussa Diallo. "Improving Amharic Speech Recognition System Using Connectionist Temporal Classification with Attention Model and Phoneme-Based Byte-Pair-Encodings." Information 12, no. 2 (February 3, 2021): 62. http://dx.doi.org/10.3390/info12020062.

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Out-of-vocabulary (OOV) words are the most challenging problem in automatic speech recognition (ASR), especially for morphologically rich languages. Most end-to-end speech recognition systems are performed at word and character levels of a language. Amharic is a poorly resourced but morphologically rich language. This paper proposes hybrid connectionist temporal classification with attention end-to-end architecture and a syllabification algorithm for Amharic automatic speech recognition system (AASR) using its phoneme-based subword units. This algorithm helps to insert the epithetic vowel እ[ɨ], which is not included in our Grapheme-to-Phoneme (G2P) conversion algorithm developed using consonant–vowel (CV) representations of Amharic graphemes. The proposed end-to-end model was trained in various Amharic subwords, namely characters, phonemes, character-based subwords, and phoneme-based subwords generated by the byte-pair-encoding (BPE) segmentation algorithm. Experimental results showed that context-dependent phoneme-based subwords tend to result in more accurate speech recognition systems than the character-based, phoneme-based, and character-based subword counterparts. Further improvement was also obtained in proposed phoneme-based subwords with the syllabification algorithm and SpecAugment data augmentation technique. The word error rate (WER) reduction was 18.38% compared to character-based acoustic modeling with the word-based recurrent neural network language modeling (RNNLM) baseline. These phoneme-based subword models are also useful to improve machine and speech translation tasks.

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Hatazaki, Kaichiro, Yasuhiro Komori, Takeshi Kawabata, and Kiyohiro Shikano. "Phoneme segmentation expert system using spectrogram reading knowledge." Systems and Computers in Japan 21, no. 12 (1990): 90–100. http://dx.doi.org/10.1002/scj.4690211210.

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Qiao, Yu, Dean Luo, and Nobuaki Minematsu. "Unsupervised optimal phoneme segmentation: theory and experimental evaluation." IET Signal Processing 7, no. 7 (September 2013): 577–86. http://dx.doi.org/10.1049/iet-spr.2012.0191.

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Joseph, Laurice M. "Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism." Child Language Teaching and Therapy 34, no. 3 (October 2018): 303–17. http://dx.doi.org/10.1177/0265659018805236.

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The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a method that involves students placing plastic letters into respective divided sections of a drawn rectangle (i.e., boxes) as each sound in a word is articulated. This method is designed to help children acquire phonological decoding skills. A multiple baseline design across literacy skills was employed to study the effects of word boxes on phoneme segmentation, word identification, and spelling. This study is important, as it was the first to examine the effects of this method with students with autism. Results suggested that all students showed increases in phoneme segmentation and word identification, with two of the students showing some improvement in spelling. Limitations and implications for future research and practice are discussed.

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Stahlberg, Felix, Tim Schlippe, Stephan Vogel, and Tanja Schultz. "Word segmentation and pronunciation extraction from phoneme sequences through cross-lingual word-to-phoneme alignment." Computer Speech & Language 35 (January 2016): 234–61. http://dx.doi.org/10.1016/j.csl.2014.10.001.

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Nur, Farah, Dedy Eko Aryanto, and Nelita Indah Islami. "Analisis Segmentasi Silabel dan Fonem dalam Kalimat Perintah (Kajian Fonologi)." GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (July 16, 2021): 16–38. http://dx.doi.org/10.19105/ghancaran.v3i1.4424.

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This study aims to explain and analyze the segmentation of syllables and phonemes in command sentences using phonological studies. This research uses descriptive quantitative method. The data collection technique used was the analysis of data interpretation and the data source used came from an informant who then segmented the voice of the informant using the PRAAT application. The six data discussed in this study are: (1) images of the annotation results of sound segmentation using the PRAAT application, (2) the number of words, syllables, and syllable patterns in each sentence, (3) description of the number of phonemes in each sentence, (4) sentence duration , (5) the whole syllable, and (6) the whole phoneme. The results of this study indicate that a sentence can be analyzed and segmented using technology-based applications, from this analysis can be seen the duration, syllable, phonemes, and words. Segmentsai analysis is carried out in accordance with what the informant pronounces, so that the sound produced by the informant must be clear.

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Chen, Lijiang, Xia Mao, and Hong Yan. "Text-Independent Phoneme Segmentation Combining EGG and Speech Data." IEEE/ACM Transactions on Audio, Speech, and Language Processing 24, no. 6 (June 2016): 1029–37. http://dx.doi.org/10.1109/taslp.2016.2533865.

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Ben-Dror, Ilana, Ram Frost, and Shlomo Bentin. "Orthographic Representation and Phonemic Segmentation in Skilled Readers: A Cross-Language Comparison." Psychological Science 6, no. 3 (May 1995): 176–81. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00328.x.

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The long-lasting effect of reading experience in Hebrew and English on phonemic segmentation was examined in skilled readers Hebrew and English orthographies differ in the way they represent phonological information Whereas each phoneme in English is represented by a discrete letter, in unpointed Hebrew most of the vowel information is not conveyed by the print, and, therefore, a letter often corresponds to a CV utterance (i e, a consonant plus a vowel) Adult native speakers of Hebrew or English, presented with words consisting of a consonant, a vowel, and then another consonant, were required to delete the first “sound” of each word and to pronounce the remaining utterance as fast as possible Hebrew speakers deleted the initial CV segment instead of the initial consonant more often than English speakers, for both Hebrew and English words Moreover, Hebrew speakers were significantly slower than English speakers in correctly deleting the initial phoneme, and faster in deleting the whole syllable These results suggest that the manner in which orthography represents phonology not only affects phonological awareness during reading acquisition, but also has a long-lasting effect on skilled readers' intuitions concerning the phonological structure of their spoken language

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LANDERL, KARIN, and HEINZ WIMMER. "Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children." Applied Psycholinguistics 21, no. 2 (June 2000): 243–62. http://dx.doi.org/10.1017/s0142716400002058.

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A widely held assumption about dyslexia is that difficulties in accessing the constituent phonemes of the speech stream are responsible for specific reading and spelling difficulties. In consistent orthographies, however, the acquisition of accurate phonological recoding and phonemic awareness was found to pose much less difficulty than in English, and even dyslexic children were found to exhibit high levels of performance in phonemic segmentation (Wimmer, 1993). Nevertheless, using a rather complex phonological awareness and manipulation task (spoonerisms: MAN–HAT → HAN–MAT), Landerl, Wimmer, and Frith (1997) found support for the original position on phonological awareness deficit, as both German and English dyslexic children showed poor performance. In the present studies, the spoonerism responses of Landerl et al. were reanalyzed such that children were given credit for partially correct responses (e.g., a response of HAN for MAN–HAT). Such partially correct responses were taken to indicate full segmentation of both stimulus words at the onset–rime level. The effect of this rescoring was that the error rate dropped from 76% to 26% for the English dyslexic children and from 63% to 15% for the German dyslexic children. Even higher performance levels, although not perfect as for the age-matched control children, were found on a nonword spelling task in both groups. A second study examined the segmentation of consonant clusters in younger German dyslexic children and found performance levels of about 90% correct when memory problems were ruled out. We argue that, at least in the context of a consistent orthography (and a phonics-based teaching approach), deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children.

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Rababah, Ebtesam Q. "The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children." Journal of Educational and Psychological Studies [JEPS] 11, no. 4 (November 1, 2017): 736. http://dx.doi.org/10.24200/jeps.vol11iss4pp736-748.

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This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children’s print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.

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Cossu, Giuseppe, Donald Shankweiler, Isabelle Y. Liberman, Leonard Katz, and Giuseppe Tola. "Awareness of phonological segments and reading ability in Italian children." Applied Psycholinguistics 9, no. 1 (March 1988): 1–16. http://dx.doi.org/10.1017/s0142716400000424.

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ABSTRACTThe early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the same subject-selection criteria. At the preschool level, though the Italian children manifested a higher level of performance overall, their pattern of performance paralleled that obtained earlier with American children. In both groups, syllable segmentation ability was stronger than phoneme segmentation. After school entrance, this pattern remained unchanged in American children but was reversed in Italian beginning readers. In both language groups, however, phonemic segmentation ability distinguished children of different levels of reading skill. The discrepancies between the language groups were seen as reflecting phonologic and orthographic differences between the languages.

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CAINES, Andrew, Emma ALTMANN-RICHER, and Paula BUTTERY. "The cross-linguistic performance of word segmentation models over time." Journal of Child Language 46, no. 6 (October 11, 2019): 1169–201. http://dx.doi.org/10.1017/s0305000919000485.

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AbstractWe select three word segmentation models with psycholinguistic foundations – transitional probabilities, the diphone-based segmenter, and PUDDLE – which track phoneme co-occurrence and positional frequencies in input strings, and in the case of PUDDLE build lexical and diphone inventories. The models are evaluated on caregiver utterances in 132 CHILDES corpora representing 28 languages and 11.9 m words. PUDDLE shows the best performance overall, albeit with wide cross-linguistic variation. We explore the reasons for this variation, fitting regression models to performance scores with linguistic properties which capture lexico-phonological characteristics of the input: word length, utterance length, diversity in the lexicon, the frequency of one-word utterances, the regularity of phoneme patterns at word boundaries, and the distribution of diphones in each language. These properties together explain four-tenths of the observed variation in segmentation performance, a strong outcome and a solid foundation for studying further variables which make the segmentation task difficult.

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Emam, Mahmoud Mohamed, Raya Al-Monzery, Sharifa Khaled Al-Said, Jokha Al-Kalbani, Mariam Al-Lemky, and Saleh Al-Mekmary. "Identification of Children at Risk for Reading Disabilities in Elementary Schools in Oman: The Role of Phoneme Segmentation and Phoneme Blending in Learning Arabic." International Journal of Social Science and Humanity 5, no. 11 (2015): 917–21. http://dx.doi.org/10.7763/ijssh.2015.v5.580.

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Tangel, Darlene M., and Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24, no. 2 (June 1992): 233–61. http://dx.doi.org/10.1080/10862969209547774.

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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).

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Sato, Marc, Pascale Tremblay, and Vincent L. Gracco. "A mediating role of the premotor cortex in phoneme segmentation." Brain and Language 111, no. 1 (October 2009): 1–7. http://dx.doi.org/10.1016/j.bandl.2009.03.002.

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Kong, W. W., and Surendra Ranganath. "Sign Language Phoneme Transcription with Rule-based Hand Trajectory Segmentation." Journal of Signal Processing Systems 59, no. 2 (October 16, 2008): 211–22. http://dx.doi.org/10.1007/s11265-008-0292-5.

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Shollenbarger, Amy J., Gregory C. Robinson, Valentina Taran, and Seo-eun Choi. "How African American English-Speaking First Graders Segment and Rhyme Words and Nonwords With Final Consonant Clusters." Language, Speech, and Hearing Services in Schools 48, no. 4 (October 5, 2017): 273–85. http://dx.doi.org/10.1044/2017_lshss-16-0062.

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Purpose This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant–vowel–consonant–consonant (CVCC) words and nonwords. Method Forty-nine 1st graders met criteria for 2 dialect groups: AAE and MAE. Three conditions were tested in each rhyme and segmentation task: Real Words No Model, Real Words With a Model, and Nonwords With a Model. Results The AAE group had significantly more responses that rhymed CVCC words with consonant–vowel–consonant words and segmented CVCC words as consonant–vowel–consonant than the MAE group across all experimental conditions. In the rhyming task, the presence of a model in the real word condition elicited more reduced final cluster responses for both groups. In the segmentation task, the MAE group was at ceiling, so only the AAE group changed across the different stimulus presentations and reduced the final cluster less often when given a model. Conclusion Rhyming and phoneme segmentation performance can be influenced by a child's dialect when CVCC words are used.

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Lukatela, Katerina, Claudia Carello, Donald Shankweiler, and Isabelle Y. Liberman. "Phonological awareness in illterates: Observations from Serbo-Croatian." Applied Psycholinguistics 16, no. 4 (October 1995): 463–88. http://dx.doi.org/10.1017/s0142716400007487.

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ABSTRACTAdult illiterate and semiliterate speakers of Serbo-Croatian were assessed on reading, writing, phonological, and control tasks. Most subjects had acquired measurable literacy skills despite a documented lack of formal instruction. The individual differences in these skills were highly specific. They were related to measures of phoneme segmentation and alphabet knowledge, but only weakly related to general cognitive abilities. Three groups, categorized with respect to the subjects' ability to identify the letters of their Cyrillic alphabet, differed on phoneme deletion and phoneme-counting tasks, but not on syllable-counting, picture vocabulary, or tone-counting tasks. Alphabet knowledge was more tightly coupled with phoneme awareness than has been found in speakers of English. Cross-language similarities and differences are discussed, highlighting the role that phonological transparency of the orthography may play in the acquisition of literacy.

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Gombert, Jean Emile. "What do Children Do when they Fail to Count Phonemes?" International Journal of Behavioral Development 19, no. 4 (December 1996): 757–72. http://dx.doi.org/10.1177/016502549601900405.

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An analysis of children's responses in phoneme counting tasks provides a way of accessing their conception of the smallest phonological unit. Thus, in order to understand the development of phonological awareness, the types of errors children make in these tasks were analysed. A group of 5to 6-year-olds (preliterate), a group of 6to 7-year-olds (grade 1), a group of 7to 8-year-olds (grade 2), and a group of 6to 7-year-olds who, after 4 months of learning to read, were unable to decode new words were presented a task that involved counting phonemes in words and nonwords. In addition to description of the emergence of the ability to focus on phonemic segments, our interest was in analysing the incorrect responses, including the possible types of segmentation as a function of the pronunciation of the items. Nonliterate subjects (preliterate children or nonreaders from grade 1) counted syllables; the beginning readers (grade 1) often failed to analyse the onset or the rime of the syllables into phonemes. Therefore, they appeared to be using an analysis that was intermediate between onset-rime segments and phonemes. The older children (grade 2) tended to count letters as opposed to phonemes, producing more than one tap for a digraph.

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Lee, Chang-Young. "Application of Preemphasis FIR Filtering To Speech Detection and Phoneme Segmentation." Journal of the Korea institute of electronic communication sciences 8, no. 5 (May 31, 2013): 665–70. http://dx.doi.org/10.13067/jkiecs.2013.8.5.665.

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Shin, Seong-Yoon, Byung-Seok Choi, and Yang-Won Rhee. "Color Recognition and Phoneme Pattern Segmentation of Hangeul Using Augmented Reality." Journal of the Korea Society of Computer and Information 15, no. 6 (June 30, 2010): 29–35. http://dx.doi.org/10.9708/jksci.2010.15.6.029.

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Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.

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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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Gyovai, Lisa Klett, Gwendolyn Cartledge, Lefki Kourea, Amanda Yurick, and Lenwood Gibson. "Early Reading Intervention: Responding to the Learning Needs of Young at-Risk English Language Learners." Learning Disability Quarterly 32, no. 3 (August 2009): 143–62. http://dx.doi.org/10.2307/27740365.

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This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.

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Mayo, Catherine, James M. Scobbie, Nigel Hewlett, and Daphne Waters. "The Influence of Phonemic Awareness Development on Acoustic Cue Weighting Strategies in Children's Speech Perception." Journal of Speech, Language, and Hearing Research 46, no. 5 (October 2003): 1184–96. http://dx.doi.org/10.1044/1092-4388(2003/092).

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In speech perception, children give particular patterns of weight to different acoustic cues (their cue weighting). These patterns appear to change with increased linguistic experience. Previous speech perception research has found a positive correlation between more analytical cue weighting strategies and the ability to consciously think about and manipulate segment-sized units (phonemic awareness). That research did not, however, aim to address whether the relation is in any way causal or, if so, then in which direction possible causality might move. Causality in this relation could move in 1 of 2 ways: Either phonemic awareness development could impact on cue weighting strategies or changes in cue weighting could allow for the later development of phonemic awareness. The aim of this study was to follow the development of these 2 processes longitudinally to determine which of the above 2 possibilities was more likely. Five-year-old children were tested 3 times in 7 months on their cue weighting strategies for a /so/-/∫o/ contrast, in which the 2 cues manipulated were the frequency of fricative spectrum and the frequency of vowel-onset formant transitions. The children were also tested at the same time on their phoneme segmentation and phoneme blending skills. Results showed that phonemic awareness skills tended to improve before cue weighting changed and that early phonemic awareness ability predicted later cue weighting strategies. These results suggest that the development of metaphonemic awareness may play some role in changes in cue weighting.

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Webster, Penelope E., and Amy Solomon Plante. "Effects of Phonological Impairment on Word, Syllable, and Phoneme Segmentation and Reading." Language, Speech, and Hearing Services in Schools 23, no. 2 (April 1992): 176–82. http://dx.doi.org/10.1044/0161-1461.2302.176.

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The primary purpose of this study was to compare the phonological awareness ability of children with persistent phonological impairment to that of phonologically normal children. We also studied the impact of speech intelligibility on beginning reading skills. Eleven moderate to severely unintelligible children and 11 phonologically normal children between the ages of 6:5 (years:months) and 8:6 were administered four measures of phonological awareness and one measure of word recognition (reading) ability. Phonologically normal children scored significantly higher on three of the four phonological awareness measures. There were no significant differences for word recognition. Multiple regression analysis yielded speech intelligibility as a highly significant predictor of performance on three of the four phonological awareness tasks. We concluded that phonological awareness is closely associated with productive phonological ability independent of mental age, chronological age, and educational experience.

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Lee, Jae Won. "Phoneme Segmentation based on Volatility and Bulk Indicators in Korean Speech Recognition." KIISE Transactions on Computing Practices 21, no. 10 (October 15, 2015): 631–38. http://dx.doi.org/10.5626/ktcp.2015.21.10.631.

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Wang, Chong, Jun Feng Zhao, and Rong Huang. "Research on False Points Removing of Speech Segmentation." Applied Mechanics and Materials 536-537 (April 2014): 136–40. http://dx.doi.org/10.4028/www.scientific.net/amm.536-537.136.

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In speech signal processing, the techniques of speech segmentation as front end of preprocessing have great importance in speech enhancing, coding and recognition. This paper analyzes the performances of several typical algorithms of speech segmentation, which are compared with each other. It put emphasis on the study of the algorithm based on the wavelet transformation. The smooth and gradual changing low frequency component can not segment the speech efficiently. In order to solve the problem, this paper put forward to an algorithm based on the cumulate energy of the wavelet transformation which promotes the precision of the segmentation on the phoneme level. But as a result of the wavelet sensitivity, it will present certain number of false spots. Therefore this paper proposes tow methods removing false spots. Finally it makes certain summary to these technologies.

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Ohala, John J., Bruce L. Derwing, Terrance M. Nearey, and Maureen L. Dow. "On the phoneme as the unit of the ‘second articulation’." Phonology Yearbook 3 (May 1986): 45–69. http://dx.doi.org/10.1017/s0952675700000579.

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ABSTRACTThis paper reviews the recent experimental evidence bearing on the issue of the psychological reality of the phoneme, particularly its general CLASS character, the relative NON-DISCRIMINABILITY of its positional variants (allophones), and its status as a discrete SEGMENT. Evidence bearing on a few selected problems of English phonemics is also discussed. All of the experiments cited, however, seem to have been to some extent contaminated by orthographic effects; moreover, a host of other studies go so far as to suggest that knowledge of spelling may not only impinge critically on phonological judgements, but that the very ability to segment speech may be a by-product of learning an alphabetic orthography. But as the experiments to date have been largely restricted to overt judgements about a rather limited range of words, the possibility still remains open that a phonemic segmentation of speech may well occur at an unconscious, perceptual level even in the pre-literate period.

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Makowski, Ryszard, and Robert Hossa. "Automatic speech signal segmentation based on the innovation adaptive filter." International Journal of Applied Mathematics and Computer Science 24, no. 2 (June 26, 2014): 259–70. http://dx.doi.org/10.2478/amcs-2014-0019.

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Abstract Speech segmentation is an essential stage in designing automatic speech recognition systems and one can ﬁnd several algorithms proposed in the literature. It is a difﬁcult problem, as speech is immensely variable. The aim of the authors’ studies was to design an algorithm that could be employed at the stage of automatic speech recognition. This would make it possible to avoid some problems related to speech signal parametrization. Posing the problem in such a way requires the algorithm to be capable of working in real time. The only such algorithm was proposed by Tyagi et al., (2006), and it is a modiﬁed version of Brandt’s algorithm. The article presents a new algorithm for unsupervised automatic speech signal segmentation. It performs segmentation without access to information about the phonetic content of the utterances, relying exclusively on second-order statistics of a speech signal. The starting point for the proposed method is time-varying Schur coefﬁcients of an innovation adaptive ﬁlter. The Schur algorithm is known to be fast, precise, stable and capable of rapidly tracking changes in second order signal statistics. A transfer from one phoneme to another in the speech signal always indicates a change in signal statistics caused by vocal track changes. In order to allow for the properties of human hearing, detection of inter-phoneme boundaries is performed based on statistics deﬁned on the mel spectrum determined from the reﬂection coefﬁcients. The paper presents the structure of the algorithm, deﬁnes its properties, lists parameter values, describes detection efﬁciency results, and compares them with those for another algorithm. The obtained segmentation results, are satisfactory.

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DRIENKÓ, LÁSZLÓ. "Largest-chunk strategy for syllable-based segmentation." Language and Cognition 10, no. 3 (May 17, 2018): 391–407. http://dx.doi.org/10.1017/langcog.2018.5.

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abstractWe apply the largest-chunk segmentation algorithm to texts consisting of syllables as smallest units. The algorithm was proposed in Drienkó (2016, 2017a), where it was used for texts considered to have letters/characters as smallest units. The present study investigates whether the largest chunk segmentation strategy can result in higher precision of boundary inference when syllables are processed rather than characters. The algorithm looks for subsequent largest chunks that occur at least twice in the text, where text means a single sequence of characters, without punctuation or spaces. The results are quantified in terms of four precision metrics: Inference Precision, Alignment Precision, Redundancy, and Boundary Variability. We segment CHILDES texts in four languages: English, Hungarian, Mandarin, and Spanish. The data suggest that syllable-based segmentation enhances inference precision. Thus, our experiments (i) provide further support for the possible role of a cognitive largest-chunk segmentation strategy, and (ii) point to the syllable as a more optimal unit for segmentation than the letter/phoneme/character, (iii) in a cross-linguistic context.

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Journal articles on the topic 'Phoneme segmentation'

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