...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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...The Hidden Positive Impact of Text Messaging On Literacy The importance of text messaging is emphasized by several research findings. According to research cited in Education (Education), text message shorthand is vital in assisting youngsters to improve their phonic awareness and linguistic creativity. Powell and Dixon also discuss the importance of short messaging systems (SMS) and exposure to textism (the use of texting slangs) in enhancing learners’ spelling skills (Powell and Dixon). Wood conducted a research on the implications of text messaging on the literacy of 9 to 10-year-old-children’s literacy skills. Wood notes that the exposure to text messaging and their counterparts who do not have access to SMS might be contributing, positively, to the literacy skills development among 9 to 10-year-old-children (Wood). Furthermore, past studies analyzed by Verheijen report a positive correlation between the use of SMS and literacy levels among users (Verheijen). Belying the findings of these studies, however, is the viewpoint among older generation researchers and academicians that text messaging has negative correlations to improving learning skills among users. They argue that text messaging has contributed detrimental implications on learners as opposed to its emphasized importance by recent researchers. They present counterarguments justifying their disapproval of the importance of text messaging on learning. They cite the negative implications of technology on learners...
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...Phonological Free Variation in English: An Empirical Study Jose A. Mompean 1 Department of English Philology, University of Murcia, Spain Abstract This paper presents the results of a corpus-based study of ten words exhibiting phonological free variation in their phonemic or accentual makeup. The study uses data from the News archives of the BBC Learning English website. The rates of use of the variants for each lexical item are given and discussed. Key words: Phonological free variation, free variants, BBC English. I. Introduction Phonological free variation is a well-known phonological phenomenon that occurs when two (or more) phonemes –the free variants- may replace each other in the same position in a word without any change in meaning (e.g. again / gen/ or / ge n/). The phenomenon also applies to words that exhibit different stress patterns (e.g. controversy /k n tr v si/ or / k ntr v :si/) with no change in meaning or grammatical category. The existence of phonological free variants is caused by different types of factors. These include ongoing sound changes (e.g. / /-/ :/ for sure in BrE representing the general replacement of / / by / :/ in the system) or phonetic and/or phonological processes such as assimilation, dissimilation, epenthesis or liaison (e.g. / febju ri/ for February –as well as / febru ri/– due to dissimilation of the two nearby /r/s). Sociocultural aspects such as speakers’ awareness and knowledge or beliefs about the relationship between spelling and...
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...Integration of Working Memory Training Working memory has been a growing topic of interest in the field of Speech Language Pathology. It affects all aspects of children’s development, including speech, language, reading, and classroom success. Working memory deficits are prevalent in people with schizophrenia, attention deficit hyperactivity disorder (ADHD), traumatic brain injuries, learning disabilities, specific language impairment (SLI), and intellectual disabilities (Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010). With the rising awareness of how working memory deficits can effect children’s development, the question of whether speech language pathologists should assess and treat these deficits has been asked more and more. Assessing and treating working memory deficits are key and can help many different populations improve in their speech and language development. Assessment for working memory deficits and working memory training should be standard and included into the normal regime. The following paper will touch on what working memory is. As well as how a deficit in working memory can effect children’s development, whether they are typically developing children, or children with other disorders. Some assessment options and then training techniques of working memory will be introduced as well. What is Working Memory? Working memory requires the ability to attend to new information, retain incoming information, and manipulate the...
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...age can have quite the effect on one’s later life. There are many interventions used to address literacy, one of them being phonological awareness, or more specifically phonemic awareness. Phonological awareness is the umbrella that encompasses phonemes as well as larger units of words including syllables and rhyming words. Phonemic awareness is the ability to identify and manipulate the smallest units of words otherwise known as phonemes. In the English language there are 41 phonemes and they are used to form larger units such as syllables and words...
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...monographs written in English devoted to theoretical analysis of the SC phonology/phonetics within particular conceptual framework. Duanmu (2002) is mainly interested in phonology. He employs feature geometry for the analysis of segments (i.e. vowels and consonants), he uses Optimality Theory to study the syllable, and applies metrical phonology for stress treatment. The phonological framework of Lin Yen-Hwei (2007) belongs to constraint-based approaches. Together with phonological analysis she is interested in phonetic aspects and processes. She (unlike Duanmu) deals with intonation, although briefly. These two titles appear to be the only comprehensive ones. Other studies deal with particular aspects of SC phonology. For instance, Cheng Chin-Chuan (1973) offers generative analysis of the isolated syllable (including tone). Li Wen-Chao (1999) is concerned with segmental syllable (without tone); his analysis is diachronically motivated. Shen (1989) explores sentence intonation and its interplay with tones and stress. Tseng (1990) studies the acoustic correlates of tones and the relationship between tone and intonation. Finally, there is a vast array of articles, papers or book chapters touching upon particular narrow topics of SC phonology/phonetics, both in English and in Chinese. As these studies are rather difficult to comprehend and by large incompatible with the Pinyin framework (e.g. they mostly do not accept the initial-final analysis of SC syllable), they cannot be directly used...
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...Programme | Specific Objectives | Strategies | Time Frame | Resources/ Materials | Success Indicators | Orientation to print | To emphasize and practice letter-sound correspondence, decoding, phonological awareness, and sightwords; | Similarities and DifferencesDiscrimination | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel of participation is increased85% Mastery in different content areasAcademic Achievement is enhanced | Letter name knowledge | To use the one-to-one teacher tutorial with emphasis on phonics; | Phonics instructionSpelling inventoryQuick Reads | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel of participation is increased85% Mastery in different content areasAcademic Achievement is enhanced | Letter sound production | To emphasize and practice letter-sound correspondence, decoding, phonological awareness, and sightwords; | Phonemic awarenessAudio-Video presentation | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel...
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...In the case of Arturo, since he is in ESOL level two, he should only be allowed to use a bilingual dictionary as a last resort. A strength of using a bilingual dictionary is that Arturo will be able to learn the exact definition, as well as see the word used in a sentence. • Audiobooks are great tools for those are struggling with phonological awareness and fluency. Arturo will be able to hear how specific words are pronounced as he follows along with narrator. Also, he will be able to improve his fluency by keeping pace with the narrator. • Computer programs hat are targeted toward ELLs are great tool for emerging bilinguals. These programs are made specifically for students who are learning a new language. Reading Plus is an example of a computer program that assists students with comprehension, vocabulary, and fluency among other things. This program can be done at home, which is great so that Arturo can reinforce all the things he covers in...
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...practice during learning. The skills are clarification, value analysis and problem-solving. The experience which students get during learning are the ones that give the opportunity...
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...with early speech communication skills are at risk of having problems in the future. Therefore, the development of oral language has in effect on the development of emergent reader literacy skills. Oral language is a key aspect of the future literacy of children, as it goes a far way toward promoting many of the skills contained in reading writing, and language arts. Oral language is also a method through which children may learn incidental vocabulary. Being exposed to language in a real life setting allows them to learn and use new words in an interactive way that is likely to promote memory and proper usage. Children’s familiarity with oral language and the ability to express themselve in this way requires that they develop a certain awareness of the different phonemes that exist within the language. Such oral language skills also require that children...
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...The Syllable John Goldsmith December 7, 2009 Contents 1 Overview and brief history 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . 1.2 Sonority waves . . . . . . . . . . . . . . . . . . . . . 1.3 Constituents and structure . . . . . . . . . . . . . . 1.3.1 Pike, Hockett, Fudge: the arboreal view . . . 1.3.2 Syntagmatic and Paradigmatic . . . . . . . . 1.3.3 How to parse CVC . . . . . . . . . . . . . . . 1.4 Syllable timing . . . . . . . . . . . . . . . . . . . . . 1.5 Classical generative phonology . . . . . . . . . . . . 1.6 Pulgram on the syllable . . . . . . . . . . . . . . . . 1.7 Natural phonologies . . . . . . . . . . . . . . . . . . 1.8 Flat structure . . . . . . . . . . . . . . . . . . . . . . 1.9 Metrical phonology . . . . . . . . . . . . . . . . . . . 1.10 Sonority redux . . . . . . . . . . . . . . . . . . . . . 1.11 Slots that hang from trees . . . . . . . . . . . . . . . 1.12 Government relations . . . . . . . . . . . . . . . . . . 1.13 Derived sonority . . . . . . . . . . . . . . . . . . . . 1.14 Optimality theory . . . . . . . . . . . . . . . . . . . 1.15 Must we choose between sonority and constituency? 1.16 Phonotactics . . . . . . . . . . . . . . . . . . . . . . 1.17 Onsets, codas, and word-appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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...Bilingualism is marked by the ability to speak two languages. There are researchers that speculate that learning more than one language at a time can impede because it is deemed as too much for a child's brain (Lee et al., 2015). This essay will discuss the acquisition of learning a language in infants, an infant’s capabilities in learning more than one language, the cognitive benefits of being bilingual, and metalinguistic awareness. The development of children in speech is distinguished by certain sounds that are mimicked and learned across time. Language is learned primarily within the first three years of life (Ramirez et al., 2017). Research has recently indicated that infants learn rapidly from exposure to language, combining detections...
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...Adults need to be involved and act intentionally within these contexts to affect children’s learning. This guidance by adults, and careful scaffolding of opportunities for children to learn emergent literacy, is also recognized as the best practice. Development of emergent literacy in young children require attention to both code- and meaning-focused skills and their components. Shared book reading is considered effective as well as print referencing which uses verbal and nonverbal cues to draw children’s attention to print during reading and later affects children’s print knowledge and later literacy skills. Similarly, calling children’s attention to the sound structure of words during reading promotes phonological awareness. Other recommended best practices for phonological awareness include providing concrete representations for sounds and scaffolding instruction along the full continuum of sound units (e.g., words, syllables, rhymes, phonemes) and manipulations (e.g., identifying, blending, segmenting, deleting). In terms of meaning-focused skills, shared reading with embedded vocabulary instruction...
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...Evaluating Reading Programs African-American (AA) and English Language Learners (ELL) students are groups that traditionally suffer in standard reading and English classrooms. A 1965 Harlem study cited by William Labov (Labov, Can reading failure be reversed pg. 40, laay ) contrasts two groups of students: one group that is not affiliated with street culture and one group that is. The findings are startling. AA students that did not associate with “street” groups on average read two grade-levels below students. This figure is alarming but nonetheless, two grade-levels can be remediated with the right intervention. However, the group that associated with “street” groups persisted to stall at an average plateau of a 4.9 grade reading level. A plateau indicates a systemic failure to address the underlying issue of instruction. The times have changed but the fact that AA and ELL youth are not being served has remained constant. One would (like to) believe that non-responsive students are wholly neglected, however, often times it is not a negligence in intervention, but a lack of appropriate reading curriculum/tools that creates the dire situation that underperforming students are in. AA and ELL students pose an educational challenge because they already possess language structures that vary from standard academic English in grammar, phonics, and cultural experience. The Ann Arbor decision reaffirms that although different, African American Vernacular (AAVE), is not mangled or fragmented...
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...Governors State University OPUS Open Portal to University Scholarship Student Theses Spring 2011 Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students James G. Muhammad Follow this and additional works at: http://opus.govst.edu/theses Part of the Communication Technology and New Media Commons Recommended Citation Muhammad, James G., "Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students" (2011). Student Theses. Paper 32. For more information about the academic degree, extended learning, and certificate programs of Governors State University, go to http://www.govst.edu/Academics/Degree_Programs_and_Certifications/ This Thesis is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Student Theses by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact opus@govst.edu. Exploring the Effects of Text Messaging on the Spelling Skills of Ninth and 12th Grade Students By James G. Muhammad B.S., Bowling Green State University, 1976 THESIS Submitted in partial fulfillment of the requirements For the Degree of Master of Arts, With a Major in Communication and Training Governors State University University Park, IL 60466 2011 ii Acknowledgements I am forever grateful to Dr. David Rhea for his counsel, guidance...
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