Transcript Phonology EdL 750 Language Acquisition November 12, 2010 Kristine Lize Colleen Pennell Jane Radaj What is phonology? “Phonology is the study of the sound system of language;

Phonology
EdL 750 Language Acquisition
November 12, 2010
Kristine Lize
Colleen Pennell
Jane Radaj
What is phonology?
“Phonology is the study of the sound system of
language; the rules that govern pronunciation.”
(Parker & Riley, 2010, p.99)
/d//u/ /k/ /s/
/d/ /k/ /s/ /u/
/j/ /e/ /t/
(Moats, 2010)
Speech vs. Phonics vs. Phonology
• Talking and hearing
• Physical phenomena
• Use vocal tract to
produce speech sounds
• Phonological units and
rules are described in
terms of the physical
properties of the vocal
mechanism.
Parker & Riley, 2010
Speech vs. Phonics vs. Phonology
Vowels
• Tongue height
• Tongue frontness
• Lip rounding
• Vocal musculature
Parker & Riley, 2010
Speech vs. Phonics vs. Phonology
Consonants
• Place of articulation
• lips, teeth, tongue, vocal cords
• Manner of articulation
• e.g., nasal
• Voicing
Parker & Riley, 2010
Speech vs.
Phonics vs. Phonology
• the letter - sound
correspondence as it
involves print
t–a–p
is pronounced
/t/ /a/ /p/
tap
Speech vs. Phonics vs.
Phonology
• Phonology refers to how we perceive segments
that correspond to speech sounds.
• Psychological phenomena
Parker & Riley, 2010
Phoneme
• smallest segment of spoken language
that cues meaningful difference
between words
Troia, 2004
What is phonological awareness?
• the ability to identify, think about, and mentally
manipulate the parts of words
syllable
trum – pet
onset and rime
phoneme
m – an
/z/ /i/ /p/
• rhyming, alliteration, blending, segmenting
The Phonological Model
• A hypothesis stating the root of learning
disabilities is a phonological deficit
• Weak phonological skills in kindergarten result
in difficult attainment of the alphabetic principle
• Alphabetic Principle
Necessary But Not Sufficient
• Top Five Predictive Kindergarten Measures:
1. Letter Identification
2. Concepts about Print
3. Phonological Awareness
4. Expressive Vocabulary
5. Sentence/Story Recall
Out of 16 predictive measures only 5 are
phonological in nature.
(Scarborough, 1990)
So, why are we here?
• Understanding phonological processing is
critical
• Phonology matters from preschool through high
school. (Byrnes & Wasik, 2009)
▫
▫
▫
▫
Impacts decoding
Impacts spelling
Impacts individual pronunciations
Assists in understanding reading disability
Scarborough, 1990
What does it mean to say that a child
has phonological processing competence?
productive
receptive
What does it mean to say that a child
has phonological processing competence?
Receptive Phonological Skills
• Phoneme
• Syllable
• Onset and rime
• Word – recognize familiar words
• Prosody – rate, rhythmic patterns, pitch, intonation
(Byrnes & Wasik, 2009)
What does it mean to say that a child
has phonological processing competence?
Productive Phonological Skills
• Produce all phonemes in native language (45)
• Combine phonemes into syllables, onsets, rimes,
and words
• Create multiword expression with prosodic
features characteristic of native language
(Byrnes & Wasik, 2009)
What does it mean to say that a child
has phonological processing competence?
Problems
• Nonstandard pronunciations and nonstandard prosody
• Nature and quality of phonological representations
• Able to decompose words into smaller units during reading
• Consciously reflect on sound segments and matches
(Byrnes & Wasik, 2009)
Why should teachers care about whether children acquire
phonological processing competence?
• Children with reading disabilities share the same
core deficit
• Children need a strong vocabulary to develop
their literacy
(Byrnes & Wasik, 2009)
How does receptive phonological processing competence
change over time? Colleen
Birth to 4 months:
• Babies can recognize their mother’s voice
• At birth - recognize unique features of their
native language including common tones and
expressions of their language.
• Babies actually prefer their native language over
other languages.
• newborns begin to discriminate consonants
(pa/ba)
5 to 8 months:
• discriminate complex sounds (/a/ in hat vs /au/
in taught.
• By eight months can detect individual words
spoken streams
• Preference for words they have heard
(Byrnes & Wasik, 2009)
How does receptive phonological processing competence
change over time? Colleen
9 to 12 months
• prefer to listen to nonsense words
with sounds that have the same
properties of their native language
• at 12 months receptive
phonological skills are similar
(but not entirely the same) as that
of adults
How does receptive phonological processing
competence change over time?
Ages 13 months and older:
• Receptive skills become global to specific:
• Age 5 or 6: Receptive skills mostly
complete.
• Children with receptive deficit need
phonological training
▫ Phonological Awareness measures
How does productive phonological processing
competence change over time?
Birth to 12 months: Five Stages (Stark)
1. Reflexive crying/vegetative sounds
2. Cooing and laughter (6-18 weeks)
3. Vocal Play (4-6 months)
4. Canonical Babbling (7-9 months) ma ma
5. Nonreduplicative Babbling “magadoopee”
(Byrnes & Wasik, 2009)
How does productive phonological processing
competence change over time? Colleen
• By age 3: express almost all of the vowel
sounds
• Between age 3-7 – some sounds more
difficult. Substitutions common
• Age 7: Most children have achieved
necessary productive and receptive
phonological skills
What factors promote changes in
phonological processing competence?
Biological
Experiential
Nature vs. Nurture
• YouTube - Phonology lesson
• 2 years later...
What factors promote changes in
phonological processing competence?
Biological
• Same trends found in many cultures
• Brain – significant changes between birth and 5
• Brain – wired to hear distinctions in sounds and
to create sound categories
• Innately guided learning
(Byrnes & Wasik, 2009)
What factors promote changes in
phonological processing competence?
Experiential
• Master phonological aspects of language in stages
• Children’s utterances provide feedback stimuli to
analyze.
• Adult responses to utterances encourage children.
• Greater vocabulary - easier to segment sounds
(Byrnes & Wasik, 2009)
What factors promote changes in
phonological competence?
Motivational
• Human communication is goal-orientated
• Humans engage in four processes when they
want to solve a problem:
▫
▫
▫
▫
Set a goal
Devise and evaluate ways to accomplish the goal
Chose and implement the best plan
Observe the effects
(Byrnes & Wasik, 2009)
What factors promote changes in
phonological competence?
Motivation/Problem-solving + Development of
phonological processing skills
(Byrnes & Wasik, 2009)
Are there populations of children or adults who lack some
or all of the key skills of phonological processing?
• Children who enter first grade without
phonological processing skills will most likely
struggle when they begin to learn to read.
• Deaf children
• Students with LLI
(Byrnes & Wasik, 2009)
Instructional Implications: Preschool
Years (3-5)
• Young children’s phonological profile can be
inconsistent
(Scarborough, 2005 )
• Literacy achievement improves when children
learn how to manipulate speech sounds
(Troia, 2004)
Instructional Implications: Primary
• Pronunciation is tied to the ability to accurately
decode
(Byrnes & Wasik, 2009)
Instructional Implications: Intermediate and Secondary
• Decoding and word recognition deficits can
present after third grade
• Phonology heavily studied in the primary
grades; current researchers argue to expand its
role to middle and secondary levels
(Scarborough, 2005 )
English Language Learners & Phonology
• Much phonological research is conducted with
English-speaking students
• Literacy acquisition varies across countries
(Seymour, 2009)
References
Byrnes, J.P. & Wasik, B.A. (2009). Language and literacy development:
What educators need to know. New York: The Guildford Press.
Moats, L. C. (2010). Speech to print: Language essentials for teachers
(2nd ed. ). Baltimore: Brookes Publishing.
Parker, F., & Riley, K. (2010). Linguistics for non-linguists (5th ed. ).
Boston: Allyn & Bacon.
Scarborough, H. S. (2005). Developmental relationships between language
and reading: Reconciling a beautiful hypothesis with some ugly facts. In
H. W. Catts, & A. G. Kamhi, (Eds.), The connections between language
and reading disabilities (pp. 3-24). Mahwah, NJ: Lawrence Erlbaum.
Seymour, P. H. (2009). Early reading development in European
Orthographies. In M.J. Snowling & C. Hulme (Eds.) The Science of
Reading, A Handbook (pp. 296-315).
Troia, G. A. (2004). Phonological processing and its influence on literacy
learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.),
Handbook of language & literacy: Development and disorders (pp.
271-301). New York: The Guilford Press.