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Linguistic studies can contribute in accounting for the etymologies of languages. Many linguistic studies on Yemeni dialects have revealed a lot about their origins and relations to Old Yemeni Languages and to Modern Standard Arabic. Because Hajoor dialect has not received such a concern of researchers, the current paper intended to explore certain phonological aspects of Hajoor dialect and to point out its relation to other Yemeni dialects and to Old Yemeni Languages and Arabic. It also studied the morpho-phonological interface in this Dialect. The methods used in this paper are observation, interviews and analysis of the researcher's dialect since he is a native speaker. It is found that many phonological processes were very commonly used in Hajoor Dialect such as ''addition'', and assimilation. They were used either at the level of morphology when words are in isolation, or at the syntactic level in connected speech. Another phonological phenomena observed were the modification in the middle vowel in certain verbs and nouns and the peculiar use of articles of definiteness. The definite article in Hajoor dialect is realized in three ways as /m/ sound, /b/ sound or as /w/ sound. Finally, it can be concluded that there is a similarity between Hajoor dialect and Old Yemeni Languages and other contemporary Yemeni dialects. Many phonological phenomena have their own connections to Old Yemeni Languages . Also, a morpho-phonological interface is also found in Hajoor Dialect. [ABSTRACT FROM AUTHOR]

This research discusses the variations of Cirebon dialect in Indonesian conversations among students at the Faculty of Education and Science, Swadaya Gunung Jati University, Cirebon. The research background is based on initial findings in student conversations, which show the diversity of dialects when communicating in Indonesian. UGJ students come from various regions, influencing their communication styles, thus resulting in diverse variations of Indonesian used as a means of communication among students, including dialectal variants. This study examines dialectal variations based on phonological and lexical aspects. The method used is qualitative descriptive with conversation monitoring techniques among students. The research findings indicate the presence of Cirebon dialect variations in Indonesian conversations among FPS UGJ Cirebon students. Dialectal variations include: Indramayu dialect, Javanese-Sundanese dialect, Arjawinangun dialect, Plered dialect, and Gegesik dialect. Phonological and lexical analysis highlight differences in word pronunciation, intonation, as well as the use of particles, pronouns, nouns, and adjectives. [ABSTRACT FROM AUTHOR]

This research paper delves into a stylistic analysis of Robert Browning's seminal poems, "My Last Duchess" and "Porphyria's Lover." Both works are exemplary of Browning's mastery of the dramatic monologue, offering rich grounds for exploring his stylistic techniques and thematic preoccupations. The analysis of Robert Browning's poems “My Last Duchess” & “Porphyria’s Lover” utilizes graphological, phonological, morphological, and lexico-syntactic features, this study aims to uncover how Browning crafts his narrators' voices and conveys their psychological complexities. The analysis will also consider the poems' use of imagery, irony, and narrative structure, highlighting how these elements contribute to the overall effect and meaning. "My Last Duchess" presents a portrait of a possessive and controlling Duke, whose speech reveals his authoritarian nature and moral ambiguity. In contrast, "Porphyria's Lover" explores themes of love, obsession, and madness through the perspective of a narrator who oscillates between tenderness and violence. By comparing and contrasting these two poems, the paper will illustrate Browning's nuanced portrayal of power dynamics and human emotions. Ultimately, this stylistic analysis will demonstrate how Browning's innovative use of the dramatic monologue form not only engages readers but also invites them to question the reliability and motivations of his speakers. [ABSTRACT FROM AUTHOR]

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.

Dyslexia is theorised to be caused by phonological deficits, visuo-attentional deficits, or some combination of the two. The present study contrasted phonological and visuo-attentional theories of dyslexia using a lexical decision task administered to adult participants with and without dyslexia. Homophone and pseudo-homophone stimuli were included to explore whether the two groups differed in their reliance on phonological encoding. Transposed-letter stimuli, including both TL neighbours and TL non-words, measured potential orthographic impairment predicted by visuo-attentional deficit theories. The findings revealed no significant difference in response time or accuracy between the groups for the homophone and pseudo-homophone stimuli. However, dyslexics were significantly slower and less accurate in their responses to the TL stimuli than controls. Thus, dyslexics presented deficits consistent with visuo-attentional theories, but not with the phonological deficit theory. [ABSTRACT FROM AUTHOR]

Background: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c‐a‐t = "k ‐ æ – t" = "cat"). To use a decoding strategy, children require letter‐sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support. Aims: Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers. Sample and Method: We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception‐age children at risk of reading difficulties (target n = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post‐test performance on word reading and whether any effects depend on participants' pre‐test PA and/or LSK. Results and Conclusions: Two hundred and twenty‐two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers. [ABSTRACT FROM AUTHOR]

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.

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. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the English translated poem "A Prayer for a Homeland" from the perspective of stylistic analysis. The Urdu origin of the poem has been written by Ahmad Nadeem Qasmi and further translated into English language by Omer Khwaja. The study aims to examine the linguistic and literary devices used in the translated text. The study adopted mixed method i.e. descriptive and exploratory design to collect, analyze and interpret the data. The sampling strategy used for this study was typical and critical case sampling technique. The poet wishes for his native country to succeed in this poem. The poet employed a variety of levels to achieve a highly effective and lucid poem. The subject, which is prayer and prosperity, is extremely obvious. He used lexical strategies and components of speech to explain his poetry. The poet hopes to see advancements in his native country. The translator did not show this poem in rhyming form. He used simple and easy language, so anyone can understand this poem. We analyzed the poem Prayer for Homeland stylistically. The poet wisely delivered his ideas by using different devices. [ABSTRACT FROM AUTHOR]

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.

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

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.

This pilot study examines the hypothesis that the phonological memory of interpreters is superior to that of non-interpreters when embedded in a context. Context-embedded phonological memory (CEPM) is a product of the interaction between semantic and phonological memory, and becomes a component of interpreters' professional expertise because of their attentional control. Four groups with different years of interpretation experience were asked to recall texts with distinct CEPM features. CEPM and its retrieval process were measured using WordSmith 6.0 and My Screen Recorder. Professional interpreters retrieved a high amount of CEPM (39.6 %), but were outperformed by interpreter trainees (40.52 %), roughly 15 years younger on average. Group difference was statistically significant only between the groups with interpretation experience and the teacher group. Only professionals' performance in retrieving highly abstract information and the proper names and numbers in a context suggests that professionals are skilled at exploiting phonological information to create an elaborate semantic network. [ABSTRACT FROM AUTHOR]

The consistency between letters and sounds varies across languages. These differences have been proposed to be associated with different reading mechanisms (lexical vs. phonological), processing grain sizes (coarse vs. fine) and attentional windows (whole words vs. individual letters). This study aimed to extend this idea to writing to dictation. For that purpose, we evaluated whether the use of different types of processing has a differential impact on local windowing attention: phonological (local) processing in a transparent language (Spanish) and lexical (global) processing of an opaque language (English). Spanish and English monolinguals (Experiment 1) and Spanish–English bilinguals (Experiment 2) performed a writing to dictation task followed by a global–local task. The first key performance showed a critical dissociation between languages: the response times (RTs) from the Spanish writing to dictation task was modulated by word length, whereas the RTs from the English writing to dictation task was modulated by word frequency and age of acquisition, as evidence that language transparency biases processing towards phonological or lexical strategies. In addition, after a Spanish task, participants more efficiently processed local information, which resulted in both the benefit of global congruent information and the reduced cost of incongruent global information. Additionally, the results showed that bilinguals adapt their attentional processing depending on the orthographic transparency. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

• A phoneme monitoring task was used to test Chinese-Japanese bilingual lexical access for the first time. • Phonological overlapping effects are modulated by L2 proficiency. • For cognates, semantic overlap marginally interacts with L2 proficiency in phoneme recognition. • Indiscriminate application of L1 pronunciation in L2 learning should be overcome. • Greater importance should be attached to holistic perception of word sound rather than to a word's component. Most previous studies on Chinese-Japanese bilingual lexical access have shown that cognates can facilitate L2 Japanese word recognition, and phonological overlap cannot. However, the findings from this research challenge those findings. In this study, both high- and low- proficient JFL (Japanese as a Foreign Language) learners performed phoneme monitoring tasks in their second language. Orthographically similar words with high or low phonological and semantic similarity were fully crossed. Our results suggest that phonological overlap across Chinese and Japanese interferes with phoneme processing speed and accuracy, especially those of the low-proficient JFL learners. Yet as their L2 proficiency improves, this inhibition effect can become smaller. In addition, cognate semantic overlap marginally interacts with L2 proficiency to affect phoneme recognition, though cognates do not directly play a role in phoneme processing. The theoretical implications of our research suggest that phonology functions as a non-selective element in the phonological access phase for bilinguals literate in two logographic languages. Moreover, cross-logographic processing does not conform to the cascading model; instead, it can be more accurately described by the modular or interactive models of bilingual processing. [ABSTRACT FROM AUTHOR]

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.

An emerging body of studies has claimed that exposure to phonetically varying speech sounds results in strictly phonological representations of speech sounds by the brain's auditory prediction system (Cornell et al., 2011; Eulitz & Lahiri, 2004; Hestvik et al., 2020; Hestvik & Durvasula, 2016; Phillips et al., 2000). We test this claim by measuring mismatch negativity (MMN) to a subcategorical contrast with two sets of phonetically varying standards. When controlling for non-prediction related contributors to the MMN, we find a mismatch in a late time window. However, the mismatch effect is only significant for participants who perceived the contrast as an across-category contrast (/t/ vs /d/). Additionally, we find no modulation of mismatch amplitude predicated on phonetic distance between standards and deviant. Taken together, this indicates that the prediction generated by the auditory system in response to phonetically varying speech sounds is indeed phonological and lacks any fine-grained phonetic content. [ABSTRACT FROM AUTHOR]

Lexical Recognition Test (LRT) themes are one of the main methods that are widely used to measure language proficiency of some common languages such as English, German and Spanish. However, similar research for Arabic is still at development stages, and existing proposals mainly use human-crafted methods. In this paper, a new methodology, based on a newly developed algorithm, was proposed with the aim of automatically constructing high quality nonwords associated with a real quick measurement of Arabic proficiency levels (Arabic LRT). The suggested algorithm will automatically generate nonwords based on Arabic special characteristics they are orthography (spelling), phonology (pronunciation), n-grams and the word frequency map, which is an important factor to create a multi-level test. With the help of a large dataset of Arabic vocabulary, the proposed algorithm was experimented. For this purpose, a Web-based application, following the suggested methodology, was designed and implemented to facilitate the process of collecting and analyzing learners' responses. The experimental results have shown that the LRT questions that were automatically generated by the proposed system had confused the learners, this is clear from the output of the confusion matrix which showed that (1/3) of the generated nonwords were able to distract the learners (with accuracy 65%). Consequentially, the results of recall and precision have smaller values, 0.52 and 0.48, respectively. [ABSTRACT FROM AUTHOR]

Tsonga is a cross-border language spoken in South Africa, Mozambique, Zimbabwe, and Eswatini. This article focuses on variations of Tsonga spoken in Zimbabwe and South Africa. The aim of this article is to discuss the phonological and semantic differences between Tsonga spoken in South Africa and Zimbabwe using a comparative approach. Interviews were conducted among 20 Tsonga first language speakers from Zimbabwe and South Africa. Document analysis was also used. Labov's (1972) variation theory, which points out that there is variation in any given language, was employed. The article discusses differences in places of articulation of consonants found in certain lexical items, highlighting phonological processes such as labialisation versus palatalisation, velarisation versus labialisation, nasalisation versus non- nasalisation, and aspiration versus non-aspiration. Semantic variations are also discussed. It was found that there are phonological and semantic similarities and differences between Tsonga spoken in Zimbabwe and South Africa. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

What makes literature the way, it is in the first place, is the writer's eccentric use of language. He/she violates the common rules of writing or everyday speech, and according to Leech (1969) this process is called linguistic deviation by which a writer enjoys the freedom in departing from the conventional norms of a language. When a writer wants to make his fictional work creative, he sometimes uses linguistic deviations which according to Short (1969) have a strong and excellent psychological effect on the recipient's (hearer and reader) responses to the characters, and Dickens' unique use of language is not an exception that it has made him the greatest Victorian writer and novelist of England during the eighteenth century. This study attempts to explore the linguistic deviations, particularly the grammatical and phonological ones, and the purpose or the reason behind the usage of language deviations in Dickens' novel A Tale of Two Cities. This novel is stylistically analyzed based on Leech's theory (1969) in his work "A linguistic Guide to English Poetry" about linguistic deviations. The theory contains eight types of deviation, the current research, however, concentrates on the grammatical and phonological violations of the use of English language in Dickens' mentioned novel. The research problem is related to the exploration of linguistic deviation in Dickens' style. To what extent Dickens deviates from the linguistic conventions in his use of language as far as grammar and phonology are concerned? What is the purpose of incorporating linguistic deviations in A Tale of Two Cities? Dickens' novels have a number of different types of deviations. This study is significant as it presents a stylistic analysis from a linguistic point of view, and it sheds light on Charles Dickens' writing style and his creative use of language. [ABSTRACT FROM AUTHOR]

Background: Aims: To describe typical phonological development of Brazilian Portuguese (BP)‐speaking children, considering the following parameters: age of customary production, acquisition and mastery. Methods & Procedures: Data were collected from 857 children aged between 3 years and 8 years 11 months with typical language and speech development. The sample was grouped into 6‐month age bands. The data were analysed using one‐way analysis of variance (ANOVA) followed by Games–Howell post‐hoc tests. Outcomes & Results: Stops (/p, b, t, d, k, g/), nasals (/m, n, ɲ/) and some fricatives (/f, v, s, z/) were mastered before the age of 3 years (age of mastery). The age of acquisition for phonemes /ʃ, ʒ/ was 3;6, though both were only mastered at 4;0 years. The liquid /l/ was acquired at 3;0 and mastered at age 3;6, while /x/ was acquired and mastered at age 3;6. The phoneme /ʎ/ was acquired at 7;0 and mastered at age 8;6. The tap /ɾ/ was acquired between the ages of 4;0 and 4;6, and mastered at 4;6. In coda position, /n, l/ were acquired at 3;0, while /s/ was mastered at 4;6 and /ɾ/ between 4;6 and 5;0 years. Clusters involving /ɾ/ were acquired at 6;0, while those with /l/ were acquired between the ages of 6;6 and 7;0. Conclusions & Implications: This study presented acquisition for consonants in BP and can be used as a reference for the assessment of developmental speech disorders. In this study, stops and nasals were acquired first, followed by fricatives and, lastly, liquids. This finding is corroborated by previous studies in BP and other languages. What this paper adds: What is already known on the subject: What this paper adds to existing knowledge: What are the potential or actual clinical implications of this work?: [ABSTRACT FROM AUTHOR]

As traditional Chinese readers are familiar with reading texts both horizontally rightwards and vertically downwards, the traditional Chinese script provides us a chance to investigate the influence of reading direction on preview benefits by ruling out the confounding factor of different familiarities with reading directions. The present study examines whether parafoveal information can be obtained when reading Chinese sentences in the vertical direction. We manipulated semantic and phonological relatedness between parafoveal preview words and target words. Results showed that traditional Chinese readers could obtain semantic information from preview words; however, there was no phonological preview benefit. Our findings agree with the notion that Chinese characters are well‐optimized for semantic access. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Competing theories of dyslexia posit that reading difficulties arise from impaired visual, auditory, phonological, or statistical learning mechanisms. Importantly, many theories posit that dyslexia reflects a cascade of impairments emanating from a single "core deficit". Here we report two studies evaluating core deficit and multifactorial models. In Study 1, we use publicly available data from the Healthy Brain Network to test the accuracy of phonological processing measures for predicting dyslexia diagnosis and find that over 30% of cases are misclassified (sensitivity = 66.7%; specificity = 68.2%). In Study 2, we collect a battery of psychophysical measures of visual motion processing and standardized measures of phonological processing in 106 school‐aged children to investigate whether dyslexia is best conceptualized under a core‐deficit model, or as a disorder with heterogenous origins. Specifically, by capitalizing on the drift diffusion model to analyze performance on a visual motion discrimination experiment, we show that deficits in visual motion processing, perceptual decision‐making, and phonological processing manifest largely independently. Based on statistical models of how variance in reading skill is parceled across measures of visual processing, phonological processing, and decision‐making, our results challenge the notion that a unifying deficit characterizes dyslexia. Instead, these findings indicate a model where reading skill is explained by several distinct, additive predictors, or risk factors, of reading (dis)ability. [ABSTRACT FROM AUTHOR]

Norris, Kinoshita and colleagues (Kinoshita & Norris, Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(1), 1–18, 2009; Journal of Experimental Psychology: General, 137(3), 434–455, 2010; Norris & Kinoshita, Quarterly Journal of Experimental Psychology, 63(1), 194–204, 2008) have suggested that the masked priming same-different task (SDT) is an excellent tool for studying the orthographic coding process because, in most circumstances, performance in that task is driven entirely by orthographic codes. More specifically, although evidence of phonological influences (i.e., phonological priming effects in the SDT) have been reported, Kinoshita, Gayed, and Norris (Journal of Experimental Psychology: Human Perception and Performance, 44(11), 1661–1671, 2018) have claimed that phonological priming does not arise in the SDT when the prime and target are written in the same script and the targets are words, the most typical experimental situation. Indeed, it does appear that no-one has yet reported phonological priming effects in such situations. The question of whether it is possible to observe phonological priming in such situations was more fully examined in the present experiments. Experiment 1 involved a masked priming SDT using Japanese Kanji script in which the primes and targets were homophonic but shared no characters. Experiment 2 was a parallel experiment using Chinese stimuli. In both experiments, phonological priming effects were observed for both one- and two-character words. These experiments indicate that, although the priming effects in masked priming SDTs undoubtedly have a strong orthographic basis, phonological codes also play a role even when the prime and (word) target are written in the same script. [ABSTRACT FROM AUTHOR]

We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE. [ABSTRACT FROM AUTHOR]

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In computational models of reading, written words can be read using print-to-sound and/or print-to-meaning pathways. Neuroimaging data associate dorsal stream regions (left posterior occipitotemporal cortex, intraparietal cortex, dorsal inferior frontal gyrus [dIFG]) with the print-to-sound pathway and ventral stream regions (left anterior fusiform gyrus, middle temporal gyrus) with the print-to-meaning pathway. In 69 typical adults, we investigated whether resting state functional connectivity (RSFC) between the visual word form area (VWFA) and dorsal and ventral regions correlated with phonological (nonword reading, nonword repetition, spoonerisms), lexical-semantic (vocabulary, sensitivity to morpheme units in reading), and general literacy (word reading, spelling) skills. VWFA activity was temporally correlated with activity in both dorsal and ventral reading regions. In pre-registered whole-brain analyses, spoonerisms performance was positively correlated with RSFC between the VWFA and left dorsal regions (dIFG, superior parietal and intraparietal cortex). In exploratory region-of-interest analyses, VWFA-dIFG connectivity was also positively correlated with nonword repetition, spelling, and vocabulary. Connectivity between the VWFA and ventral stream regions was not associated with performance on any behavioural measure, either in whole-brain or region-of-interest analyses. Our results suggest that tasks such as spoonerisms and spellings, which are both complex (i.e., involve multiple subprocesses) and have high between-subject variability, provide greater opportunity for observing resting-state brain-behaviour associations. However, the complexity of these tasks limits the conclusions we can draw about the specific mechanisms that drive these associations. Future research would benefit from constructing latent variables from multiple tasks tapping the same reading subprocess., Competing Interests: Competing Interests: The authors have declared that no competing interests exist., (© 2024 Massachusetts Institute of Technology.)

This study investigated whether the cross-language relations of children's phonological awareness skills influenced their first-(L1: Chinese), second- (L2: English) and thirdlanguage (L3: Malay) early reading ability. A battery of tests was designed to measure children's phonological awareness and reading ability. Three tasks of phonological awareness and two tasks of reading were administered in Chinese, English and Malay languages. The tasks that assessed phonological awareness skills included deletion, blending and segmentation of sound, and two early reading tasks included word and sentence reading. One-hundred and fifty (150) Chinese-speaking children participated in this study. These participants were Year 1 students from six national Chinese primary schools in Malaysia. Partial Least Squares-Structural Equation Model (PLS-SEM) was used to analyse the data. Results revealed that there was no skill transfer from L1 to L2 and L3 due to orthography differences. Cross-language transfer was found in L3 phonological awareness which strongly predicted L1, L2 and L3 early reading ability. [ABSTRACT FROM AUTHOR]

This study aims to reveal part of language components named lexical and phonological differences in Javanese in East Java, Indonesia. Data were collected from a sample of three regions which are Probolinggo, Surabaya, and Ngawi. Probolinggo was chosen because of its adjacency to Madura Island. Surabaya was chosen because of its strategic location not only the centre of government, but also as the Capital City of East Java Province. Meanwhile, Ngawi was chosen because of its location in the west-end of East Java and directly adjacent to Central Java Province. This research is a quantitative research. The data were Javanese used by adults in East Java, especially in Probolinggo, Surabaya, and Ngawi. The research instrument used was Nothofer questionnaire which was modified by Kisyani to be 829 glossaries of words/phrases. The results of the study revealed that: 1) the most lexical of Javanese was in the western and eastern parts of East Java thus the least was in the central government of East Java Province, Surabaya, 2) lexical differences in Javanese in Probolinggo, Surabaya, and Ngawi result in one dialect and two sub dialects, and 3) phonological differences in Javanese in Probolinggo, Surabaya, and Ngawi produced three utterances. [ABSTRACT FROM AUTHOR]

A phonological priming experiment reports inhibition for Russian prime-target pairs with onset overlap in native speakers. When preceded by the phonological prime /kabɨla/, the target /kabak/ (кобыла – КАБАК, mare – PUB) takes longer to respond than the same target preceded by a phonologically unrelated word. English-speaking late learners of Russian also show inhibition, but only for high-frequency prime-target pairs. Conversely, they show facilitation for low-frequency pairs. In semantic priming (e.g. carnation – DAISY), facilitation is observed for the same two lexical frequency ranges both in native speakers and learners of Russian, suggesting that the primes and targets in the low-frequency range are familiar to the nonnative participants. We interpret nonnative phonological facilitation for low-frequency words as evidence for sublexical processing of less familiar words that is accompanied by reduced lexical competition in nonnative lexical access. We posit that low lexical competition is due to unfaithful, or fuzzy phonolexical representations: nonnative speakers are unsure about the exact phonological form of low-frequency words. Such unfaithful representations are not strongly engaged in lexical competition and selection. High reliance on sublexical rather than lexical processing may be a general property of nonnative word recognition in case when the words are less familiar and have a low level of entrenchment. [ABSTRACT FROM AUTHOR]