Log in

Relevant bibliographies by topics / Phonological learning / Journal articles

To see the other types of publications on this topic, follow the link: Phonological learning.

Journal articles on the topic 'Phonological learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Phonological learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

KAUSHANSKAYA, MARGARITA. "Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory." Bilingualism: Language and Cognition 15, no. 3 (2012): 470–89. http://dx.doi.org/10.1017/s1366728911000472.

Full text

Abstract:

Previous studies have indicated that bilingualism may facilitate lexical learning in adults. The goals of this research were (i) to examine whether bilingual influences on word learning diverge for phonologically-familiar and phonologically-unfamiliar novel words, and (ii) to examine whether increased phonological memory capacity can account for bilingual effects on word learning. In Experiment 1, participants learned phonologically-familiar novel words that were constructed using the phonemes of English – the native language for all participants. In Experiment 2, participants learned phonolog

APA, Harvard, Vancouver, ISO, and other styles

2

Moreton, Elliott, Joe Pater, and Katya Pertsova. "Phonological Concept Learning." Cognitive Science 41, no. 1 (2015): 4–69. http://dx.doi.org/10.1111/cogs.12319.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

John Goldsmith and Aris Xanthos. "Learning Phonological Categories." Language 85, no. 1 (2009): 4–38. http://dx.doi.org/10.1353/lan.0.0100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

VAN GOCH, Merel M., Ludo VERHOEVEN, and James M. MCQUEEN. "Success in learning similar-sounding words predicts vocabulary depth above and beyond vocabulary breadth." Journal of Child Language 46, no. 1 (2018): 184–97. http://dx.doi.org/10.1017/s0305000918000338.

Full text

Abstract:

AbstractIn lexical development, the specificity of phonological representations is important. The ability to build phonologically specific lexical representations predicts the number of words a child knows (vocabulary breadth), but it is not clear if it also fosters how well words are known (vocabulary depth). Sixty-six children were studied in kindergarten (age 5;7) and first grade (age 6;8). The predictive value of the ability to learn phonologically similar new words, phoneme discrimination ability, and phonological awareness on vocabulary breadth and depth were assessed using hierarchical

APA, Harvard, Vancouver, ISO, and other styles

5

Gierut, Judith A., Mary Elbert, and Daniel A. Dinnsen. "A Functional Analysis of Phonological Knowledge and Generalization Learning in Misarticulating Children." Journal of Speech, Language, and Hearing Research 30, no. 4 (1987): 462–79. http://dx.doi.org/10.1044/jshr.3004.432.

Full text

Abstract:

It has been suggested that a child's productive phonological knowledge may be one factor that potentially accounts for individual differences in generalization learning observed among phonologically disordered children (Dinnsen & Elbert, 1984; Elbert, Dinnsen, & Powell, 1984). This paper evaluates the hypothesis that productive phonological knowledge influences generalization. Three related studies involving 6 functionally misarticulating children were conducted. In the first study, a description of each child's phonological system was developed using procedures of standard generative

APA, Harvard, Vancouver, ISO, and other styles

6

Kaushanskaya, Margarita, Jeewon Yoo, and Stephanie Van Hecke. "Word Learning in Adults With Second-Language Experience: Effects of Phonological and Referent Familiarity." Journal of Speech, Language, and Hearing Research 56, no. 2 (2013): 667–78. http://dx.doi.org/10.1044/1092-4388(2012/11-0084).

Full text

Abstract:

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention

APA, Harvard, Vancouver, ISO, and other styles

7

Williams, A. Lynn. "Generalization Patterns Associated With Training Least Phonological Knowledge." Journal of Speech, Language, and Hearing Research 34, no. 4 (1991): 722–33. http://dx.doi.org/10.1044/jshr.3404.733.

Full text

Abstract:

This study examined the relationship between productive phonological knowledge and generalization learning patterns in phonologically disordered children. Nine functionally misarticulating children (ages 3:8–5:9) were trained on aspects of their phonological systems that were characterized as inventory constraints that constituted “least phonological knowledge” in relation to the adult sound system (Elbert & Gierut, 1986). The misarticulated sounds were trained in the context of consonant clusters. Although all the subjects exhibited equivalent levels of phonological knowledge on the same

APA, Harvard, Vancouver, ISO, and other styles

8

Jantzen, McNeel G., and Betty Tuller. "Strategies for phonological learning." Journal of the Acoustical Society of America 119, no. 5 (2006): 3239. http://dx.doi.org/10.1121/1.4786004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hu, Chieh-Fang. "Phonological Memory, Phonological Awareness, and Foreign Language Word Learning." Language Learning 53, no. 3 (2003): 429–62. http://dx.doi.org/10.1111/1467-9922.00231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Barker, R. Michael, Rose A. Sevcik, Robin D. Morris, and MaryAnn Romski. "A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 5 (2013): 365–80. http://dx.doi.org/10.1352/1944-7558-118.5.365.

Full text

Abstract:

Abstract Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and rea

APA, Harvard, Vancouver, ISO, and other styles

11

SPECIALE, GIOVANNA, NICK C. ELLIS, and TRACEY BYWATER. "Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition." Applied Psycholinguistics 25, no. 2 (2004): 293–321. http://dx.doi.org/10.1017/s0142716404001146.

Full text

Abstract:

Two studies examined individual cognitive differences affecting the acquisition of second language word forms. Experiment 1 measured 40 undergraduates' ability to learn phonological sequences, their phonological short-term store capacity as indexed by ability to repeat nonwordlike nonwords, and their learning of novel foreign language vocabulary (German) in an experimental task. Phonological sequence learning predicted receptive vocabulary learning. Phonological sequence learning and phonological store capacity made independent additive contributions to productive vocabulary learning. Experime

APA, Harvard, Vancouver, ISO, and other styles

12

Jarosz, Gaja. "Computational Modeling of Phonological Learning." Annual Review of Linguistics 5, no. 1 (2019): 67–90. http://dx.doi.org/10.1146/annurev-linguistics-011718-011832.

Full text

Abstract:

Recent advances in computational modeling have led to significant discoveries about the representation and acquisition of phonological knowledge and the limits on language learning and variation. These discoveries are the result of applying computational learning models to increasingly rich and complex natural language data while making increasingly realistic assumptions about the learning task. This article reviews the recent developments in computational modeling that have made connections between fully explicit theories of learning, naturally occurring corpus data, and the richness of psych

APA, Harvard, Vancouver, ISO, and other styles

13

Hayes, Bruce, and James White. "Phonological Naturalness and Phonotactic Learning." Linguistic Inquiry 44, no. 1 (2013): 45–75. http://dx.doi.org/10.1162/ling_a_00119.

Full text

Abstract:

We investigate whether the patterns of phonotactic well-formedness internalized by language learners are direct reflections of the phonological patterns they encounter, or reflect in addition principles of phonological naturalness. We employed the phonotactic learning system of Hayes and Wilson (2008) to search the English lexicon for phonotactic generalizations and found that it learned many constraints that are evidently unnatural, having no typological or phonetic basis. We tested 10 such constraints by obtaining native-speaker ratings of 40 nonce words: 10 violated our unnatural constraint

APA, Harvard, Vancouver, ISO, and other styles

14

Gierut, Judith A. "Differential Learning of Phonological Oppositions." Journal of Speech, Language, and Hearing Research 33, no. 3 (1990): 540–49. http://dx.doi.org/10.1044/jshr.3303.540.

Full text

Abstract:

This study evaluated whether variations in the structure of minimal versus maximal opposition treatments would result in empirical differences in phonological learning. Subjects were 3 children who excluded at least six sounds from their pretreatment phonetic and phonemic inventories. An alternating treatments design in combination with a staggered multiple baseline across subjects was used to evaluate differences in learning the two types of oppositions. Results indicated that treatment of maximal oppositions led to greater improvement in the children’s production of treated sounds, more addi

APA, Harvard, Vancouver, ISO, and other styles

15

Jefferies, Elizabeth, Samantha Bott, Sheeba Ehsan, and Matthew A. Lambon Ralph. "Phonological learning in semantic dementia." Neuropsychologia 49, no. 5 (2011): 1208–18. http://dx.doi.org/10.1016/j.neuropsychologia.2011.01.036.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Jiménez Gonzalez, J. E., and Maria del Rosario Ortiz Gonzalez. "Phonological Awareness in Learning Literacy." Intellectica. Revue de l'Association pour la Recherche Cognitive 18, no. 1 (1994): 155–81. http://dx.doi.org/10.3406/intel.1994.1454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Williams, John N., and Peter Lovatt. "Phonological Memory and Rule Learning." Language Learning 53, no. 1 (2003): 67–121. http://dx.doi.org/10.1111/1467-9922.00211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Williams, John N., and Peter Lovatt. "Phonological Memory and Rule Learning." Language Learning 55, S1 (2005): 177–233. http://dx.doi.org/10.1111/j.0023-8333.2005.00298.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.

Full text

Abstract:

Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner a

APA, Harvard, Vancouver, ISO, and other styles

20

Litt, Robin A., Hua-Chen Wang, Jessica Sailah, Nicholas A. Badcock, and Anne Castles. "Paired associate learning deficits in poor readers: The contribution of phonological input and output processes." Quarterly Journal of Experimental Psychology 72, no. 3 (2018): 616–33. http://dx.doi.org/10.1177/1747021818762669.

Full text

Abstract:

It is well-established that poor readers exhibit deficits in paired associate learning (PAL), and there is increasing evidence for a phonological locus of these deficits. However, it remains unclear whether poor performance stems from difficulties specific to the phonological output system or difficulties that affect both phonological input and output processes. Understanding these deficits is important not only in the context of PAL but also for informing broader theories of typical and atypical reading development. We developed a novel paradigm that allowed us to assess PAL in the presence a

APA, Harvard, Vancouver, ISO, and other styles

21

DEMKE, TAMARA L., SUSAN A. GRAHAM, and PAUL D. SIAKALUK. "The influence of exposure to phonological neighbours on preschoolers' novel word production." Journal of Child Language 29, no. 2 (2002): 379–92. http://dx.doi.org/10.1017/s0305000902005081.

Full text

Abstract:

We investigated the influence of exposure to phonologically similar words on four-year-olds' acquisition of novel object words. In Experiment 1, hearing phonological neighbours BEFORE learning a new word did not influence children's novel word productions. In Experiment 2, when children heard the phonological neighbours of a novel word AFTER learning a new word, they correctly produced the target word more often than children who did not receive this exposure. These findings suggest that exposing children to similar sounding words after a novel word was introduced may have helped maintain a re

APA, Harvard, Vancouver, ISO, and other styles

22

FRENCH, LEIF M., and IRENA O'BRIEN. "Phonological memory and children's second language grammar learning." Applied Psycholinguistics 29, no. 3 (2008): 463–87. http://dx.doi.org/10.1017/s0142716408080211.

Full text

Abstract:

ABSTRACTThis study examined the role of phonological memory in second language (L2) grammar learning in a group of native French-speaking children undergoing a 5-month intensive English program. Phonological memory (as referenced by Arabic [ANWR] and English [ENWR] nonword repetition tasks), L2 vocabulary (receptive and productive vocabulary knowledge), and L2 grammar (knowledge of morphosyntactic structures) were assessed during the first (Time 1) and last (Time 2) month of the program. After controlling for initial grammar ability, phonological memory significantly predicted grammar developm

APA, Harvard, Vancouver, ISO, and other styles

23

HU, CHIEH-FANG, and C. MELANIE SCHUELE. "Learning nonnative names: The effect of poor native phonological awareness." Applied Psycholinguistics 26, no. 3 (2005): 343–62. http://dx.doi.org/10.1017/s0142716405050204.

Full text

Abstract:

This research investigates the influence of phonological awareness on the learning of vocabulary in a foreign language. Thirty-seven Chinese-speaking third graders with high phonological awareness and 37 with low phonological awareness participated in multitrial word learning tasks involving nonnative sounding (English) new names paired with novel referents. The children also participated in three additional associative learning tasks: learning to associate novel native sounding names, familiar native names, and unfamiliar visual shapes with unfamiliar referents. Results indicated that childre

APA, Harvard, Vancouver, ISO, and other styles

24

MARECKA, MARTA, JAKUB SZEWCZYK, ANNA JELEC, DONATA JANISZEWSKA, KAROLINA RATAJ, and KATARZYNA DZIUBALSKA-KOŁACZYK. "Different phonological mechanisms facilitate vocabulary learning at early and late stages of language acquisition: Evidence from Polish 9-year-olds learning English." Applied Psycholinguistics 39, no. 1 (2017): 1–35. http://dx.doi.org/10.1017/s0142716417000455.

Full text

Abstract:

ABSTRACTTo acquire a new word, learners need to create its representation in phonological short-term memory (STM) and then encode it in their long-term memory. Two strategies can enable word representation in STM: universal segmentation and phonological mapping. Universal segmentation is language universal and thus should predict word learning in any language, while phonological mapping is language specific. This study investigates the mechanisms of vocabulary learning through a comparison of vocabulary learning task results in multiple languages. We tested 44 Polish third graders learning Eng

APA, Harvard, Vancouver, ISO, and other styles

25

Papagno, Costanza. "Contribution of the Phonological Loop to Phonological Learning of New Vocabulary." Perceptual and Motor Skills 82, no. 3 (1996): 769–70. http://dx.doi.org/10.2466/pms.1996.82.3.769.

Full text

Abstract:

A specific component of human memory, the phonological short-term memory, plays a substantial role in the acquisition of new words. Both the short-term store and the rehearsal components of the system appear to be involved.

APA, Harvard, Vancouver, ISO, and other styles

26

Ramachandra, Vijayachandra, Lynne E. Hewitt, and Tim Brackenbury. "The Relationship Between Phonological Memory, Phonological Sensitivity, and Incidental Word Learning." Journal of Psycholinguistic Research 40, no. 2 (2010): 93–109. http://dx.doi.org/10.1007/s10936-010-9157-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Eyckmans, June, and Seth Lindstromberg. "The power of sound in L2 idiom learning." Language Teaching Research 21, no. 3 (2016): 341–61. http://dx.doi.org/10.1177/1362168816655831.

Full text

Abstract:

Corpus analyses of learners’ dictionaries of English idioms have revealed that 11% to 35% of English figurative idioms show either alliteration ( miss the mark) or assonance ( get this show on the road), depending on the type considered. Because English multiword combinations, particularly idiomatic expressions, present a huge challenge even to advanced learners, techniques for helping learners come to grips with this part of the lexicon should be welcomed. A quasi-experiment was conducted to investigate whether interword phonological similarity (specifically, alliteration and assonance) facil

APA, Harvard, Vancouver, ISO, and other styles

28

Shankweiler, Donald, and Carol A. Fowler. "Relations Between Reading and Speech Manifest Universal Phonological Principle." Annual Review of Linguistics 5, no. 1 (2019): 109–29. http://dx.doi.org/10.1146/annurev-linguistics-011718-012419.

Full text

Abstract:

All writing systems represent speech, providing a means for recording each word of a message. This is achieved by symbolizing the phonological forms of spoken words as well as information conveying grammar and meaning. Alphabetic systems represent the segmental phonology by providing symbols for individual consonants and vowels; some also convey morphological units. Other systems represent syllables (typically CVs) or morphosyllables. In all cases, learning to read requires a learner to discover the forms of language that writing encodes, drawing on metalinguistic abilities that are not needed

APA, Harvard, Vancouver, ISO, and other styles

29

Muench, Kristin L., and Sarah C. Creel. "Gradient phonological inconsistency affects vocabulary learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 39, no. 5 (2013): 1585–600. http://dx.doi.org/10.1037/a0032862.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Gut, Ulrike. "Phonological development in different learning contexts." Segmental, prosodic and fluency features in phonetic learner corpora 3, no. 2 (2017): 196–222. http://dx.doi.org/10.1075/ijlcr.3.2.05gut.

Full text

Abstract:

Abstract This paper examines the effect of learning context on the improvement of some L2 phonological parameters. Based on the Learning Prosody corpus (LeaP), it investigates the speech of 29 learners with various L1s who were recorded before and after either (i) a six to nine-month stay abroad, (ii) a six-month training course in the target language phonology or (iii) a stay abroad that included instruction in the L2 phonology. Quantitative corpus analyses were carried out on the learners’ vowel reduction, intonation and on their oral fluency. Results showed gains for all learner groups in p

APA, Harvard, Vancouver, ISO, and other styles

31

GIERUT, J. A., and D. A. DINNSEN. "On Predicting Ease of Phonological Learning." Applied Linguistics 8, no. 3 (1987): 241–63. http://dx.doi.org/10.1093/applin/8.3.241.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Whittaker, Marianne. "Phonological Assessment of Specific Learning Difficulties." Educational Psychology in Practice 12, no. 2 (1996): 67–73. http://dx.doi.org/10.1080/0266736960120201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Bentin, Shlomo. "Phonological Skills and Learning to Read." Language and Speech 34, no. 4 (1991): 375–80. http://dx.doi.org/10.1177/002383099103400406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Service, Elisabet. "Phonological networks and new word learning." Applied Psycholinguistics 27, no. 4 (2006): 581–84. http://dx.doi.org/10.1017/s0142716406300392.

Full text

Abstract:

The first report of a connection between vocabulary learning and phonological short-term memory was published in 1988 (Baddeley, Papagno, & Vallar, 1988). At that time, both Susan Gathercole and I were involved in longitudinal studies, investigating the relation between nonword repetition and language learning. We both found a connection. Now, almost 20 years later, in her Keynote Gathercole (2006) reviews a multitude of data bearing on the interpretation of this often replicated connection. Her main conclusions are three. First, both nonword repetition and word learning are constrained by

APA, Harvard, Vancouver, ISO, and other styles

35

GOSWAMI, USHA. "Phonological Skills and Learning to Read." Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (1993): 296–311. http://dx.doi.org/10.1111/j.1749-6632.1993.tb22977.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Tesar, Bruce. "Phonological learning with output-driven maps." Language Acquisition 24, no. 2 (2016): 148–67. http://dx.doi.org/10.1080/10489223.2016.1223079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Hu, Chieh-Fang. "Phonological Bases for L2 Morphological Learning." Journal of Psycholinguistic Research 39, no. 4 (2009): 305–22. http://dx.doi.org/10.1007/s10936-009-9143-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

James, Allan R. "Lexical Conditions on Segment Learning." Taalverwerving in onderzoek 30 (January 1, 1988): 118–30. http://dx.doi.org/10.1075/ttwia.30.11jam.

Full text

Abstract:

Theories of phonological processing and of phonological change stress the importance of the word as the structural context of segments in acquisition and historical development, respectively. After a discussion of these theories with reference to a model of second language acquisition, an experiment is reported on in which the pronunciation of four Dutch learners of English was examined. Specifically, they were required to produce a number of known and unknown words from a written list. Examination of the data shows that indeed a model of second language phonological development may be postula

APA, Harvard, Vancouver, ISO, and other styles

39

Gray, Shelley. "Word Learning by Preschoolers With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 48, no. 6 (2005): 1452–67. http://dx.doi.org/10.1044/1092-4388(2005/101).

Full text

Abstract:

Purpose: This study investigated whether phonological or semantic encoding cues promoted better word learning for children with specific language impairment (SLI) and whether this treatment differentially affected children with SLI and normal language (NL). Method: Twenty-four preschoolers ages 4;0 (years;months) to 5;11 with SLI and 24 age- and gender-matched children with NL participated. The between-group factor was language group (NL, SLI) and within-group factors were language modality (comprehension, recognition, production) and treatment condition (phonological, semantic). Word learning

APA, Harvard, Vancouver, ISO, and other styles

40

조진영. "Learning bias of phonological alternation in children learning English." Studies in Phonetics, Phonology, and Morphology 23, no. 2 (2017): 261–92. http://dx.doi.org/10.17959/sppm.2017.23.2.261.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

PREDA, Oana, and Vasile Radu PREDA. "The causality relation between phonological awareness, phonological processing and reading-writing learning." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 3, no. 1 (2017): 98–110. http://dx.doi.org/10.26744/rrttlc.2017.3.1.11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

de Jong, Peter F. "Phonological awareness and the use of phonological similarity in letter–sound learning." Journal of Experimental Child Psychology 98, no. 3 (2007): 131–52. http://dx.doi.org/10.1016/j.jecp.2007.06.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Jalal, Fuad Ali, and Shawkat Taha Mahmood. "The Effect of Phonological and Phonological Disorders in Learning Arabic Language Second." Journal of University of Human Development 3, no. 3 (2017): 396. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp396-423.

Full text

Abstract:

This study is derived from two main branches: the first is the books that deal with the problems of voice and pronunciation, and the second is the verbal problems observed by the researchers from the mouths of the speakers and a close look at the institutes and colleges where the Arabic language is taught. And has not received sufficient care in terms of application, and if found in the sound is often referred to non-people, has been dominated the theoretical curriculum dry classrooms in the students with the emergence of a deficit in the face of speech problems that are not addressed by those

APA, Harvard, Vancouver, ISO, and other styles

44

Storkel, Holly L. "Implementing Evidence-Based Practice: Selecting Treatment Words to Boost Phonological Learning." Language, Speech, and Hearing Services in Schools 49, no. 3 (2018): 482–96. http://dx.doi.org/10.1044/2017_lshss-17-0080.

Full text

Abstract:

Purpose Word selection has typically been thought of as an inactive ingredient in phonological treatment, but emerging evidence suggests that word selection is an active ingredient that can impact phonological learning. The goals of this tutorial are to (a) review the emerging single-subject evidence on the influence of word characteristics on phonological learning in clinical treatment, (b) outline hypotheses regarding the mechanism of action of word characteristics, and (c) provide resources to support clinicians incorporating word selection as an active ingredient in their approach to phono

APA, Harvard, Vancouver, ISO, and other styles

45

GATHERCOLE, SUSAN E. "Nonword repetition and word learning: The nature of the relationship." Applied Psycholinguistics 27, no. 4 (2006): 513–43. http://dx.doi.org/10.1017/s0142716406060383.

Full text

Abstract:

This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained als

APA, Harvard, Vancouver, ISO, and other styles

46

Bhat, Preetha, Cynthia C. Griffin, and Paul T. Sindelar. "Phonological Awareness Instruction for Middle School Students with Learning Disabilities." Learning Disability Quarterly 26, no. 2 (2003): 73–87. http://dx.doi.org/10.2307/1593591.

Full text

Abstract:

The purpose of this study was to determine if middle school students with learning disabilities (LD) identified as having phonological awareness deficits could improve their phonological awareness skills after instruction, and if these skills could impact word recognition skills. Forty middle school students with LD who were identified as having phonological awareness deficits were matched and split into two groups, A and B. Both groups received the same type of phonological awareness instruction. Results indicated that there was no group effect for the word identification subtest. However, th

APA, Harvard, Vancouver, ISO, and other styles

47

Rahman, K. A., Fortuna Mazka, and Elmanora Elmanora. "KESADARAN FONOLOGI PADA ANAK USIA PRASEKOLAH." Jurnal Ilmiah Universitas Batanghari Jambi 18, no. 1 (2018): 61. http://dx.doi.org/10.33087/jiubj.v18i1.433.

Full text

Abstract:

Phonological awareness is one of a critical aspect in early literacy development that develop during preschool period. Phonological awareness is sensitivity to the sound structure of language. This study was conducted to analyse the phonological awareness in preschool children. This study was also identify learning activity in the class that support phonological awareness of preschool children. Research with cross sectional design was conducted in August-November 2016 in one kindergarten in Jambi City, Jambi Province, Indonesia. Data were collected through observation, child’s performance, and

APA, Harvard, Vancouver, ISO, and other styles

48

Martin, Randi C. "Components of Short-Term Memory and Their Relation to Language Processing." Current Directions in Psychological Science 14, no. 4 (2005): 204–8. http://dx.doi.org/10.1111/j.0963-7214.2005.00365.x.

Full text

Abstract:

Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacitie

APA, Harvard, Vancouver, ISO, and other styles

49

Storkel, Holly L., Daniel E. Bontempo, and Natalie S. Pak. "Online Learning From Input Versus Offline Memory Evolution in Adult Word Learning: Effects of Neighborhood Density and Phonologically Related Practice." Journal of Speech, Language, and Hearing Research 57, no. 5 (2014): 1708–21. http://dx.doi.org/10.1044/2014_jslhr-l-13-0150.

Full text

Abstract:

Purpose In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Method Sixty-one adults were randomly assigned to learn low- or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were an

APA, Harvard, Vancouver, ISO, and other styles

50

Nair, Vishnu KK, Britta Biedermann, and Lyndsey Nickels. "Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density." Journal of Speech, Language, and Hearing Research 60, no. 12 (2017): 3551–60. http://dx.doi.org/10.1044/2017_jslhr-l-15-0376.

Full text

Abstract:

Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals an

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!