Phonological Processor and Four-Part Processing Model for Word Recognition, Exams of English Language

Download Phonological Processor and Four-Part Processing Model for Word Recognition and more Exams English Language in PDF only on Docsity! Phonological processor Which works with speech sounds Phonological awareness Awareness of all levels of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language Phonological awareness The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. Four-Part processing model for Word Recognition Number 1: Phonological processor Helps you understand and produce oral language Four-Part processing model for Word Recognition Number 2: Orthographic processor Helps you connect words with your visual forms Four-Part processing model for Word Recognition Number 3: Meaning processor Is your internal dictionary of word definition Four-Part processing model for Word Recognition Number 4: Context processor Helps you use context to understand what a word means So the four processors from the Four-Part processing model work in isolation. True or False False they don't work in isolation they interact If you've heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? This requires coordination between the phonological and orthographic processors. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? In this instance, the meaning processor, orthographic processor, and phonological processor work together. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. This activate the phonological processor and meaning processor. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? This activate the final logical in orthographic processors. c. Manipulate individual speech sounds d. None of these a. Perceived b. Produce c. Manipulate individual speech sounds Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false True Place of articulation Where we make the sound—-in the front of The mouth, the back, or in between. Manner of articulation What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. How many phonemes does English have? Between 40 and 44 phonemes How many consonant phonemes are in English? 25 are constants phonemes Phonemes are altered due to: Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold RAN rapid automatic naming RAN (Rapid automatic naming) Is the ability to name a series of printed letters, numbers, objects or colors. Rapid automatic naming can help us No a little bit about how easily children will learn to read but it's predictive value is limited What can you do if you notice a child is bad at rapid automatic naming? Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language How many syllables are in phonological? 4 5 6 5 Consonant sounds before the vowel is the? Onsets Example: Plants Pl would be the onset because a is a vowel From the vowel and everything else that comes after it is the? Rime Example: Plants Ants in the time because a is the vowel How many phonemes does the word shop have? 3 phonemes- 3 different sounds /sh/ /o/ /p/ How many phonies does the word cloud have? 4 phonemes- 4 sounds /k/ /l/ /ou/ /d/ Without chronological order and the students don't.. .? Students don't know to read and spell Difficulty with phonological task it's often associated with..? Difficulty in reading and spelling Phonology Serves as a foundation for all literacy Do all students need instruction at multiple levels of phonological and phonemic Awareness ? Allophonic variations Distortions by the sounds before of after the sound we want to hear What are consonants phonemes? Speech sounds produced by obstructing the flow of air out of the speaker's mouth. Phonemes is also called Speech sounds Phonology The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words Consonant Phonemes: Fricatives Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow. Fricatives are: Teeth on lip: -Unvoiced; /f/ as in fish. -Voiced; /v/ as in Valentine Tongue between teeth: -Unvoiced; /th/ as in thumb -Voiced; /th ( with a little line on the bottom ) as in feather Tongue on Ridge behind teeth: -Unvoiced; /s/ as in son -Voiced; /z/ as in zebra Tongue pulled back on roof of mouth: -Unvoiced; /sh/ as in shoes -Voiced; /zh/ as in genre (gandra) Glottis: Unvoiced; /h/ as in hat Consonant phonemes Are speech sounds produced by obstructing the flow of air out of the speakers mouth. Fank you instead of thank you Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth. Mat instead of Mad Student confused /d/ with /t/ because they are similar in articulation ( in the way it's said in mouth) Chop instead of shop Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. Consonant Phonemes (sounds): Stops Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. Consonant Phonemes (sounds): Stops The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be difficult to say without adding an /uh/ sound at the end because they don't have a lot of airflow. Consonant Phonemes (sounds): Stops UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge behind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge behind teeth- /d/ as in dog, Back of Throat- /g/ as in goat Consonant Phonemes (sounds): Nasals Nasals are produced by driving air through the nose. If you try to say those sounds and pinched your nose shut, you wouldn't be able to articulate them. Consonant Phonemes (sounds): Nasals The three nasal sounds are: VOICED: Tongue pulled back on roof of mouth /j/ as in jam Consonant Phonemes (sounds): Glides Glides are always followed by a vowel sound. We call them glides because the consonant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo Consonant Phonemes (sounds): Glides Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. Consonant Phonemes (sounds): Liquids They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit Consonant Phonemes (sounds): Liquids /l/ as in leaf: tongue on Ridge behind teeth /r/ as in rabbit: tongue pulled back on roof of mouth The student writes "bark" instead of brag A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they're both stop sounds. The students writes "smake" instead of snake This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/. The student writes "md" instead of "bed" The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. The student writes "md" instead of "bed" However the students need to distinguish the nasal /m/ from the stop /b/. Student writes "van" instead of fan The student substituting voice fricative /v/ for unvoiced fricative /f/, Student writes "gad" instead of glad This student likely does not quite here the /l/ in glad. Suppose a student writes "charp" instead of "sharp". What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative B. Substituting an affricate sound for a fricative sound Because the /sh/ sound at the beginning of "sharp" is an unvoiced fricative, sometimes confused with the affricate sound /ch/. "This" begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. "Mop" ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/. Suppose a student writes "vis" instead of "this". What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative C. Confusing two different voiced fricatives