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A aprendizagem da leitura e da escrita está intimamente ligada à Consciência Fonológica (CF), uma vez que para dominar o código escrito é necessária a reflexão sobre os sons da fala e sua representação na escrita. Com o aumento no número de escolas que oferecem programas ou currículos bilíngues no Brasil, crescem também as demandas por pesquisas sobre biliteracia que considerem as peculiaridades da realidade brasileira. Com base no exposto, o presente artigo tem como objetivo apresentar os primeiros passos da elaboração da Bateria de Avaliação Metafonológica Bilíngue (BAMBI), que se encontra em fase de validação, para crianças em fase de alfabetização no Brasil. A BAMBI é composta por uma bateria de testes em português e inglês que contém 5 subtestes no nível da sílaba e 4 no nível do fonema. A BAMBI visa contribuir para informar a prática da alfabetização nas duas línguas, instrumentalizando profissionais das mais diversas áreas, podendo ainda ser utilizado em pesquisas acadêmicas na área da linguagem, cognição e educação.

This paper is designed to describe the Javanese traditional formula famously known as wangsalan with the attention focus on the relation of its three-element structure, i.e. description, referent, and intention. The data presented in this article are mainly gathered from websites, Javanese lesson books, and Javanese song lyrics. Firstly, the elements of wangsalan are classified into three categories, i.e. description, referent, and intention respectively. Further, through careful investigation, the semantic and phonological relation between description and referent elements, and referent and intention elements are analyzed using contrasting method. Eventually, the research finds that the relation of description and referent elements is semantic, but the relation of referent and intention elements is phonological in character. The semantic relation can be distinguished into periphrastic, metaphorical, similarity, synonymous, and onomatopoeic relations, while the phonological relation can be differentiated into partial and total homophonic relations.

Mantra is an oral tradition that is believed to have mystical powers that can generate forces beyond human comprehension, such as the dhanyang mageri omah mantra practiced in Pagak Hamlet, Cengkok Village, Ngronggot Subdistrict, Nganjuk Regency. The dhanyang Mantra mageri omah is an oral tradition with mystical power, employed to protect homes with the assistance of supernatural beings khown as dhanyang. This research aims to analyze the phonological, morphology, syntax, and function aspects of the Dhanyang Mantra. This study's phonological, morphological, and syntactic analysis was conducted using a descriptive-qualitative approach and observation, interview, and documentation techniques. Findings reveal that the Dhanyang Mantra demonstrates a harmonious blend of phonological elements (such as alliteration, assonance, and imperfect rhyme), morphological (such as free and bound morpheme), and syntactic structures (types of sentences), adhering to principles of structural analysis. Functionally, the dhanyang mantra serves as a conduit for communication with supernatural entities and as an intermediary connecting humans, God, the Prophet Muhammad, and dhanyang spirits. The religious and cultural significance embedded within the dhanyang mantra reinforces the belief of Pagak Hamlet's inhabitants in the protective capabilities of dhanyang. This research contributes to comprehending and preserving cultural heritage and indigenous wisdom within local religious practices.

The present paper aims to discuss the phonological processes including whole segment processes occurring in Dogri. It serves an introduction to the types of phonological processes and present examples from Dogri words exhibiting these processes and phenomena. The objective of the present work is to present a complete classification of different phonological processes in Dogri, explore these processes in detail and to acquaint students and researchers with the changes in the sound structure because of the whole segment processes. The earlier linguistic literature on Dogri mentions that various whole segment processes such as gemination, nasalization, addition, deletion, metathesis, substitution, and assimilation were prevalent in Dogri. Moreover, gemination and nasalization is phonemic in Dogri. It has been found that in certain lexical items, transposition of sounds takes place that is one sound is moved next to the adjacent sound and that in turn is replaced by the former sound. In sum, Dogri has been found to make use of a wide variety of the phonological processes. The work employs exploratory research design with thrust on qualitative method involving interpretative approach towards the data. The finding of the research presents a good amount of whole segment and phonological type phonological processes in Dogri lexical items. The study makes students and researchers acquainted with different phonological processes in words and the data serves as a documented record for future researchers and linguists.

This study describes the types of phonological changes that occur from the Minangkabau protolanguage in an isolect of Koto Tinggi. The research is conducted by applying listening and speaking methods, as well as recording and note-taking techniques in the process of providing data. Triangulation techniques are used to test the validity of the data. Furthermore, the data are analyzed by using a top-down reconstruction approach and an articulatory phonetic method. After being compared, the data are grouped based on the types of sound changes. The data analysis results are presented descriptively using formal and informal methods. The result shows that Minangkabau protolanguage undergoes phonological changes in the isolect of Koto Tinggi in the form of (1) lenition; (2) fortition; (3) dissimilation; (4) sound loss, which includes apheresis, syncope, apocope, and haplology; (5) sound addition, namely prothesis and paragoge; and (6) diphthongization process. Phonological changes do not occur in all sounds and are incomplete in all positions.

Early reading skills is an important ability for early childhood learner, considering that these skills are the foundation for children to overcome the diffiulties on the next level of education. One of the main predictors of early reading ability are letter knowledge and phonological awareness. Early intervention is known to be very necessary on improving children's low early reading skills. Interventions using the jolly phonics method and picture card games are known to be effective in improving early reading skills, especially in terms of improving alphabet knowledge and phonological awareness, moreover these methods have been known as a fun and interesting methods for improving early reading skills for young children. In this study jolly phonics and alphabet card games were used to improve the early reading skills of children aged 6 years 5 months with low early reading skills. The subject is known to just recognize and know the letters c, o, and s and still lacking on distinguishing letter sounds. This study uses qualitative research design with a single case design. The intervention was carried out for 60 to 90 minutes for 12 sessions. The results show that subject could recognize, mention, and distinguish the sounds of vowels such as (a, i, u, e, o) and consonants such as (b, c, d, m, s, n, k, l, p, t). In conclusion the uses of jolly phonics and alphabet card games increased early reading skills, especially for improving alphabet knowledge and phonological awareness.

Some poor readers show little or no progress in literacy interventions as their susceptibility to the concreteness and neighborhood effect is not accounted for during intervention. This study aims to develop a resource for poor readers by revising the Dolch list to account for the concreteness and neighborhood (orthographic, phonological and semantic) effect. Psycholinguistic techniques were employed to recategorize 220 Dolch list words according to concreteness via function and content word categories, and include the associated orthographic, phonological and semantic neighbors of each word into a new High Frequency List with Neighbors (HFLN). One-way analysis of variance (ANOVA), Bonferroni post hoc test and Levene’s test of variance homogeneity were carried out as measures of statistical significance and variability. The HFLN contains a total of 220 words with 1057 neighbors across five function and content word categories. Both measures of statistical significance and variability show that grade categories in the Dolch list contain greater mean concreteness values with overlapping similarities and higher variability. Conversely, the HFLN effectively delineates concreteness value clusters between categories with lower variability. The HFLN aids in targeted intervention of poor readers by presenting the available orthographic, phonological and semantic neighbors according to the descending order of concreteness.

This research was motivated by Arabic phonological errors that occurred in students during reading skills learning. Researchers consider it important to examine these problems. Therefore, through this study, the researcher will analyze what phonological errors occur among students. The research design used in this research is content analysis, while the language research method used is the listening method with the free-to-talk listening technique, note-taking technique, and recording technique. The results showed that there were many pronunciation errors in the letters hamzah and 'ain. Some of the factors that cause phonological errors include; First, the sound of the letter is a consonant sound that is difficult to pronounce, so the informant replaces it with a sound near the point of articulation. Second, is the lack of practice in pronouncing consonants such as communicating in Arabic, reading the Qur'an or Arabic discourse. The solution to overcome these phonological errors is the principle of repetition and habituation in learning. The trick is to present a reading in the form of a simple text. The contents contain the forms of phonological errors which have been described in the following discussion. This simple text is made as much as possible until the students' ability to pronounce the letters is good and correct.

This research is a qualitative descriptive study with an analytical approach to errors in reading tawasul. This study aims to describe and analyze the form of phonological errors in reading tawasul and their causes, then formulate solutions to these errors so as to minimize errors and be able to read tawasul well, perfectly, and in accordance with the rules. The data in this study were obtained by free listening, recording, and writing techniques. They were done sequentially with several resource persons who became leaders in each activity that contained the reading of tawasul in it. From the results of observations, several errors were found in the form of addition, subtraction, and substitution of letters, tasydid, and mad signs. Additionally, some spelling errors were also found due to similarities in pronunciation, such as the letter ع becomes أ, letter ض becomes ظ, خ letter becomes ح, letter ش becomes س, and letter ق becomes ك.

Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties in literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on the effectiveness of PhonoSens, a treatment for pDSSD that focuses on improving auditory self-monitoring skills and categorial perception of phoneme contrasts, which could have a positive impact on later spelling development. Our study examines the spelling abilities of 26 German-speaking children (15 girls, 11 boys; mean age 10.1 years, range 9.3–11.2 years) 3–6 years after their successful completion of the PhonoSens treatment. Spelling assessment revealed that only 3 out of 26 participants developed a spelling disorder. In the overall population of fourth-graders, one in five children showed a spelling deficit; in another study of elementary school children, with resolved pDSSD, 18 of 32 children had a spelling deficit. Thus, the applied pDSSD treatment method appears to be associated with positive spelling development. Multiple regression analysis revealed that among the potentially predictive factors for German-speaking children with resolved pDSSD to develop later spelling difficulties, parental educational level and family risk for developmental language disorder (DLD) had an impact on children’s spelling abilities; gender and the child’s phonological memory had not.

The purpose of this research is to provide insight into the characteristics of the Amiyah Egyptian language from a sociolinguistic point of view. This research was conducted by examining a variety of literature relating to the object of study and also the deepening of the material regarding sociolinguistics itself. The research method used is note taking, which takes data from YouTube consisting of 10 video objects whose results are presented in descriptive form. The procedures of the research are as 1) listening to every phrase which is spoken by the speaker, 2) writing the vocabulary that has phonological differences with Arabic Fusha, 3) classifying data according to sound change prepositions, 4) analyzing data related to phonological and morphological aspects, 5) doing further analysis related to the sociolinguistic point of view, 6) presents the results of the study. The results of this study, Amiyah Arabic is not included as a language but as a dialect that emerges from a basic language, namely Fusha Arabic. However, amiyah language has different phonological and morphological aspects that have become characteristic of being another language. This was explained by the social conditions of the Egyptian community who held that the language variations formed were higher social classes than the existing basic language namely fusha language.

Background: The treatment of functional speech sound disorders (SSDs) in children is often lengthy, ill-defined, and without satisfactory evidence of success; effectiveness studies on SSDs are rare. This randomized controlled trial evaluates the effectiveness of the integrated SSD treatment program PhonoSens, which focuses on integrating phonological and phonetic processing according to the Integrated Psycholinguistic Model of Speech Processing (IPMSP). Methods: Thirty-two German-speaking children aged from 3.5 to 5.5 years (median 4.6) with functional SSD were randomly assigned to a treatment or a wait-list control group with 16 children each. All children in the treatment group and, after an average waiting period of 6 months, 12 children in the control group underwent PhonoSens treatment. Results: The treatment group showed more percent correct consonants (PCC) and a greater reduction in phonological processes after 15 therapy sessions than the wait-list control group, both with large effect sizes (Cohen’s d = 0.89 and 1.04). All 28 children treated achieved normal phonological abilities: 21 before entering school and 7 during first grade. The average number of treatment sessions was 28; the average treatment duration was 11.5 months. Conclusion: IPMSP-aligned therapy is effective in the treatment of SSD and is well adaptable for languages other than German.

In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

Language Contacts cause them to maintain or evolve through analogy and borrowing. The Lobiri (gur language Ivory Coast) shares its linguistic environment with local Ivorian languages such as teen; Koulango, Dioula ...It is also in contact with Indo-European languages such as French and English. The need to name or to represent realities that do not appear in its language environment prompts speakers of Lobiri to incorporate words and phrases related to technological innovation, social development, language and trade. Thus, we see the rapid development of a linguistic phenomenon that contributes to the fertilization of the lexical stock of Lobiri. As such, occured phonological, morphological, semantic and syllabic particularities. The objective of the study is to describe the impact of loans on the Lobiri

The contemporary models of visual word recognition reached a consensus on a cooperative division of labor between phonological and semantic processing. We examine how reading is influenced by the interaction of two processing in Chinese character reading since the ideographic property of the Chinese writing system is perfectly suitable to address this issue. The current study investigated whether Chinese character reading requires the interaction between orthography-to-phonology consistency and semantic processing of the whole character (imageability, Experiment 1) or the semantic radical (transparency, Experiment 2). Experiment 1 showed a significant effect of the consistency and a marginal effect of the imageability, but no interaction between the two. Experiment 2 found a significant effect of the semantic transparency and its interaction with phonological consistency, where the transparent effect was significant for inconsistent characters but not for consistent ones. The current finding provided direct evidence of the interplay between phonological and semantic processing and shed light on the language-general reading model.

Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence exists about the role of feedback in spoken vocabulary learning. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts.

This article addresses more questions than suggested by its title (those mentioned in the title are the most relevant and common ones) and provides very few answers. However, the key aim of this article is exactly that – to shed some light to the aspects of Lithuanian prosody which have been at the periphery of linguistic research and which have only scarcely been discussed. There are three most significant questions and points of discussion, namely what constitutes the basis of a linguistic phenomenon known as Lithuanian pitch accent levelling and what difficulties occur in its linguistic analysis. Thus the study raises terminological questions, the relationship between different research paradigms (phonetic, phonological, perceptive) and the issue of the scope of empirical data. The second question addressed in the article is of a terminological nature, i.e. Lithuanian pitch accents or tones? On the basis of the typology of tonal languages, taking into consideration the state of the Lithuanian language, it is suggested that the term tone should be introduced to the terminology of Lithuanian linguistics. In addition, it is also proposed that some other terms should be introduced to refer to specific tones in Lithuanian traditionally referred to as the falling pitch accent (tvirtapradė priegaidė) and the rising pitch accent (tvirtagalė priegaidė). One of the suggestions is to use the terms acute and circumflex tones to refer to these Lithuanian prosodic phenomena. The third question is whether Lithuanian has pitch accents (or tones) in diphthongs. There is an established opinion that in standard Lithuanian pitch accents in diphthongal and mixed diphtongal syllables are clearly distinguished. This article provides phonological arguments which allow raising a working hypothesis that the status of the phonological prosody of diphthongs might be in need of reviewing. Alongside the conventional view that diphthongs feature a phonological contrast between the acute and circumflex, it is also possible to consider an alternative perspective which argues that the differential function in such cases is performed not by the prosodic element of pitch accent (priegaidė) but rather another prosodic element, i.e. stress. In principle, such an idea is neither original, nor is it new since it is based on the arguments of Jonas Kazlauskas which in this article are consolidated. This article does not draw any final conclusions but rather is an invitation to discuss these matters among the research community.

Verbal short-term memory (STM) impairment is one of the most consistent associated deficits observed in developmental reading disorders such as dyslexia. Few studies have addressed the nature of this STM impairment, especially as regards the ability to temporarily store serial order information. This question is important as studies in typically developing children have shown that serial order STM abilities are predictors of oral and written language development. Associated serial order STM deficits in dyslexia may therefore further increase the learning difficulties in these populations. In this mini review, we show that specific serial order STM impairment is frequently reported in both dyslexic children and adults with a history of dyslexia. Serial order STM impairment appears to occur for the retention of both verbal and visuo-spatial sequence information. Serial order STM impairment is however not a characteristic of every individual dyslexic subject and is not specific to dyslexia. Future studies need to determine whether serial order STM impairment is a risk factor which, in association with phonological processing deficits, can lead to dyslexia or whether serial order STM impairment reflects associated deficits causally unrelated to dyslexia.

Kajkavian phrasemes in their composition and structure do not differ fundamentally from the phrasemes in the Croatian standard language. Phonetical, phonological, morphological, syntactic and other variants can be found in the phraseology of particular Kajkavian speeches, along with a rich phraseological synonymy, antonymy, homonymy and polysemy. The dialectal Kajkavian is a phraseology of open type, renewing itself with units from different sources, among others by borrowing. On one hand it preserves the old state – being conservative as phraseology in general tends to be – while on the other hand it is susceptible to change. In this phraseology new idioms appear easily, while at the same time old ones undergo different innovations.

The analysis of Italianisms in Martin Benetović’s Renaissance play Hvarkinja shows that the characters’ way of speaking reflects the structure of social relations of the period. Apart from creating the comic effect, language is used as indicator of the speakers’ social status. This tendency is most visible in the usage of Italianisms. Italianisms as signs of cultural prestige are used by the upper-class characters and they are not present in the lines spoken by the peasants. The paper analyses the adaptation of Italianisms on the phonological, morphological and semantic levels and discusses the syntactic and phraseological calques and code switching.

The idiom of Krivi Put kod Senja is part of West-Štokavian dialect. The basics of phonological, morphological, syntactic and lexical characteristics of idiom are considered in this article. Research confirmed common features with idioms of Bunjevo beyond Velebit’s part of hinterland of Senj.