TITLE

Where do Phonemes Come from? A View from the Bottom

AUTHOR(S)
Taylor, John R.
PUB. DATE
September 2006
SOURCE
International Journal of English Studies;2006, Vol. 6 Issue 2, p19
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Infants have a remarkable ability to perceive all manner of phonetic contrasts. The phonological categories of a language, however, have to be learned from experience. Two learning paradigms are contrasted -- supervised learning (where learners receive feedback on their categorization attempts) and unsupervised learning (where learners rely only on properties of the input). It is argued that unsupervised learning may be the appropriate paradigm, at least for the initial stages of acquisition. Thereafter, the emergence of phoneme categories draws on various kinds of knowledge available to the learner, including knowledge of articulation, and of literacy conventions. A concluding section emphasizes the taxonomic nature of the phoneme, and suggests that the special salience of a phonemic representation reflects the status of the phoneme as a basic level category.
ACCESSION #
25246847

 

Related Articles

  • A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness. Hogan, Tiffany P. // Journal of Learning Disabilities;Jul/Aug2010, Vol. 43 Issue 4, p346 

    In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g.,"chair-chain-ship")...

  • Speech development patterns and phonological awareness in preschool children. Mann, Virginia A.; Foy, Judith G. // Annals of Dyslexia;2007, Vol. 57 Issue 1, p51 

    To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by...

  • TREINAMENTO DE HABILIDADES FONOLÓGICAS E CORRESPONDÊNCIA GRAFEMA-FONEMA EM CRIANÇAS DE RISCO PARA DISLEXIA. Matsuzawa Fukuda, Maryse Tomoko; Capellini, Simone Aparecida // Revista CEFAC;2011, Vol. 13 Issue 2, p227 

    Purpose: to check the efficacy of the phonological training and grapheme-phoneme correspondence program in first-grade children under dyslexia risk. Method: thirty municipal public study students of both genders from 1st grade took part, ranging from 6 to 7 year old. In this study we used the...

  • Word Detection in Sung and Spoken Sentences in Children With Typical Language Development or With Specific Language Impairment. Planchou, Clément; Clément, Sylvain; Béland, Renée; Cason, Nia; Motte, Jacques; Samson, Séverine // Advances in Cognitive Psychology;2015, Vol. 11 Issue 4, p118 

    Background: Previous studies have reported that children score better in language tasks using sung rather than spoken stimuli. We examined word detection ease in sung and spoken sentences that were equated for phoneme duration and pitch variations in children aged 7 to 12 years with typical...

  • The acquisition of phoneme awareness in children learning the hiragana syllabary. Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko // Reading & Writing;Jul2011, Vol. 24 Issue 6, p623 

    In research on the acquisition of reading, there have been some cross-orthographic comparisons between alphabetic scripts and the hiragana syllabic script. One of the theoretical motives for these comparisons is the hypothesis that phonological awareness is related to the size of the...

  • UNIVERSALITY AND SPECIFICITY OF THE DEVELOPMENT OF PHONOLOGICAL AWARENESS BY BULGARIAN CHILDREN. Shtereva, Katerina At. // Journal of International Scientific Publications: Educational Al;2011, Vol. 9 Issue 2, p181 

    The phonological awareness is a single, unified ability that is manifested through various skills in the development of man but is influenced by the specific effect of the phonological system of each language. It is related to the structure of words and depends on the cognitive problems included...

  • Issues in phonological awareness assessment. Lindamood, Patricia C.; Bell, Nanci; Lindamood, Phyllis; Lindamood, P C; Bell, N; Lindamood, P // Annals of Dyslexia;1992, Vol. 42, p242 

    Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25-30% of the population show deficiency in a subtle component of...

  • THE ROLE OF ARABIC ORTHOGRAPHIC LITERACY IN THE PHONOLOGICAL AWARENESS OF TUNISIAN CHILDREN. AMOR, Mohamed; MAAD, Mohamed RIDHA BEN // International Journal on New Trends in Education & their Implica;Apr2013, Vol. 4 Issue 2, p15 

    This article investigated the effect of Arabic orthography on the phonological awareness acquisition. A sample of Tunisian primary school and preliterate were asked to manipulate syllables and phonemes through segmentation, counting and deletion tasks. Results showed that manipulation of...

  • Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children. Liu, Phil D.; McBride-Chang, Catherine; Wong, Anita M.-Y.; Tardif, Twila; Stokes, Stephanie F.; Fletcher, Paul; Hua Shu // Journal of Learning Disabilities;Jul/Aug2010, Vol. 43 Issue 4, p322 

    This study investigated the extent to which language skills at ages 2 to 4 years could discriminate Hong Kong Chinese poor from adequate readers at age 7. Selected were 41 poor readers (age M = 87.6 months) and 41 adequate readers (age M = 88.3 months). The two groups were matched on age,...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics