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Learning that lasts comes from experiences. That is the basic principle that guided the creation of 'Just for Kids: Phonological Processing.' This product goes beyond the traditional, drill-like approach to phonological processes therapy by incorporating targeted processes into fun, natural activities. Each lesson is centered around an age-appropriate theme that offers opportunities for vocabulary development as well as many levels of practice with the targeted phonological processes and associated phonemes.

Humans instinctively form words by weaving patterns of meaningless speech elements. Moreover, we do so in specific, regular ways. We contrast dogs and gods, favour blogs to lbogs. We begin forming sound-patterns at birth and, like songbirds, we do so spontaneously, even in the absence of an adult model. We even impose these phonological patterns on invented cultural technologies such as reading and writing. But why are humans compelled to generate phonological patterns? And why do different phonological systems - signed and spoken - share aspects of their design? Drawing on findings from a broad range of disciplines including linguistics, experimental psychology, neuroscience and comparative animal studies, Iris Berent explores these questions and proposes a new hypothesis about the architecture of the phonological mind.

These articles provide new explorations into phonological patterns attested in the minor Romance languages (‘dialects’) spoken in Italy. The goal of this book is both theoretical and empirical. First, it aims to introduce non-Italianists to the phonological structures of the Italian dialects, including northern Gallo-Romance dialects, central and southern dialects, plus a Francoprovençal dialect spoken in southern Italy and a Catalan dialect spoken in Sardinia. Second, the collection provides readers with sophisticated analyses of complex and poorly understood and under-studied phonological phenomena. Over half of the articles contain data collected by the authors, and most of the data have not been available in English language publications. The richness of the empirical material and the sophistication of the theoretical analyses make this collection a particularly important contribution to both phonology and Romance language studies.

This book scrutinizes recent work in phonological theory from the perspective of Chomskyan generative linguistics and argues that progress in the field depends on taking seriously the idea that phonology is best studied as a mental computational system derived from an innate base, phonological Universal Grammar. Two simple problems of phonological analysis provide a frame for a variety of topics throughout the book. The competence-performance distinction and markedness theory are both addressed in some detail, especially with reference to phonological acquisition. Several aspects of Optimality Theory, including the use of Output-Output Correspondence, functionalist argumentation and dependence on typological justification are critiqued. The authors draw on their expertise in historical linguistics to argue that diachronic evidence is often mis-used to bolster phonological arguments, and they present a vision of the proper use of such evidence. Issues of general interest for cognitive scientists, such as whether categories are discrete and whether mental computation is probabilistic are also addressed. The book ends with concrete proposals to guide future phonological research.The breadth and depth of the discussion, ranging from details of current analyses to the philosophical underpinnings of linguistic science, is presented in a direct style with as little recourse to technical language as possible.

This volume provides the most comprehensive and authoritative collection of the key readings in phonological theory. It is designed to complement the outstanding Handbook of Phonological Theory, this volume is ideal as a primary text for course use. It also represents an unparalleled work of reference for anyone interested in recent developments in linguistic theory.

Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders.   New to This Edition: *Incorporates over a decade of important advances in research, assessment, and instruction. *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies. *Chapter on spelling development. *Significantly revised coverage of children with complex communication needs.  

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This volume treats systematically the variation found in the successive stages of the development of all ancient Greek dialects. It combines synchronic approach, in which generative rules expound phonological divergencies between the systems of different dialects, with a diachronic statement of unproductive and mostly pan-Hellenic shifts. Professor Bubeník presents a phonetic description and structural phonemic analysis of the best-known variant—Classical Attic of the 5th century B.C.—and displays and contrasts the vocalic and consonantal inventories of all the other dialects classified according to their major groups. Derivational histories of individual dialects are examined in their juxtaposition, to ascertain which rules are shared by various dialects and which are dialect-specific. The pandialectal framework enables Bubeník to capture various relationships among genetically related dialects which are missed in atomistic and static treatments, and to show more convincingly the extent of their similarity and their systemic cohesion. This volume makes a significant contribution to both classical scholarship and current theory of language change by offering new analyses of a variety of phonological and morphophonemic problems presented by a dead language and its dialects.

Translating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3–17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders.   New to This Edition: *Incorporates over a decade of important advances in research, assessment, and instruction. *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies. *Chapter on spelling development. *Significantly revised coverage of children with complex communication needs.  

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This volume provides the most comprehensive and authoritative collection of the key readings in phonological theory. It is designed to complement the outstanding Handbook of Phonological Theory, this volume is ideal as a primary text for course use. It also represents an unparalleled work of reference for anyone interested in recent developments in linguistic theory.

This book scrutinizes recent work in phonological theory from the perspective of Chomskyan generative linguistics and argues that progress in the field depends on taking seriously the idea that phonology is best studied as a mental computational system derived from an innate base, phonological Universal Grammar. Two simple problems of phonological analysis provide a frame for a variety of topics throughout the book. The competence-performance distinction and markedness theory are both addressed in some detail, especially with reference to phonological acquisition. Several aspects of Optimality Theory, including the use of Output-Output Correspondence, functionalist argumentation and dependence on typological justification are critiqued. The authors draw on their expertise in historical linguistics to argue that diachronic evidence is often mis-used to bolster phonological arguments, and they present a vision of the proper use of such evidence. Issues of general interest for cognitive scientists, such as whether categories are discrete and whether mental computation is probabilistic are also addressed. The book ends with concrete proposals to guide future phonological research.The breadth and depth of the discussion, ranging from details of current analyses to the philosophical underpinnings of linguistic science, is presented in a direct style with as little recourse to technical language as possible.

Transform struggling readers into successful readers with this field-tested, evidence-based phonological awareness program. This supplemental Tier 2 curriculum is the ideal way to deliver systematic, intensive phonological awareness instruction to students in Grades K–2, whether they have language impairments or just need extra help with literacy skills. Developed by SLPs, this proven program helps you sharpen struggling students’ phonological awareness skills through focused, small-group lessons that take just 30 minutes each. And the IPA Program walks you through every step, with explicit guidance, suggested scripts, teaching strategies, and tips on what to do when a student is still struggling with a skill. A must-have for SLPs and reading specialists! USE THE IPA PROGRAM TOalign instruction with the goals of the Common Core State Standards Initiative deliver high-quality RTI Tier 2 instruction improve four critical phonological awareness skills: rhyming, initial sounds, final sounds, and complete segmentation scaffold lessons and adapt the pace of instruction get results without significant time investment—just 30 minutes, three times a week enhance any existing curriculumPRACTICAL MATERIALS: 100+ pages of downloadable classroom content! Game boards, word lists, implementation checklists, and more than 20 sets of colorful picture cards help students learn and retain phonological awareness skills in fun and engaging ways.

Sourcebook of Phonological Awareness Activities: Children's Classic Literature provides speech-language pathologists and educators with the appropriate training tools and materials for treating children with language difficulties and reading problems. The training activities have been integrated with classic children's stories to facilitate children's language learning and provide a solid foundation on which children can develop and increase phonological awareness.

Workbook for the Identification of Phonological Processes and Distinctive Features [Paperback]

Following the immense success of the best-selling first edition, Child Phonology: A Book Of Exercises For Students, this new edition is more than double the size of its predecessor and provides the very latest up-to-date information in an eclectic workbook format. Articulation And Phonological Disorders: A Book Of Exercises provides essential and valuable information - encompassing everything that is needed practical applications of phonological principles.

Transform struggling readers into successful readers with this field-tested, evidence-based phonological awareness program. This supplemental Tier 2 curriculum is the ideal way to deliver systematic, intensive phonological awareness instruction to students in Grades K–2, whether they have language impairments or just need extra help with literacy skills. Developed by SLPs, this proven program helps you sharpen struggling students’ phonological awareness skills through focused, small-group lessons that take just 30 minutes each. And the IPA Program walks you through every step, with explicit guidance, suggested scripts, teaching strategies, and tips on what to do when a student is still struggling with a skill. A must-have for SLPs and reading specialists! USE THE IPA PROGRAM TOalign instruction with the goals of the Common Core State Standards Initiative deliver high-quality RTI Tier 2 instruction improve four critical phonological awareness skills: rhyming, initial sounds, final sounds, and complete segmentation scaffold lessons and adapt the pace of instruction get results without significant time investment—just 30 minutes, three times a week enhance any existing curriculumPRACTICAL MATERIALS: 100+ pages of downloadable classroom content! Game boards, word lists, implementation checklists, and more than 20 sets of colorful picture cards help students learn and retain phonological awareness skills in fun and engaging ways.

This book provides a practical guide to the use of Metaphon therapy, the principled approach to phonological therapy, which takes full account of theories of learning and the linguistic nature of phonological disorder in children. The authors explore clearly the theoretical back-ground to Metaphon and translate it into clinical practice. For this second edition the book has been extensively revised and expanded to take account of current research and literature on phonological disorder and linguistic awareness and advances in the development of Metaphon.

Updated fully in its Second Edition, Articulatory and Phonological Impairments provides students with a clinical framework that encompasses basic terms and concepts, phonetic transcription, and several theoretical perspectives and extensively applies them to clinical examples. This text demonstrates to students a systematic transition from a knowledge base in clinical practice to the diagnosis and treatment of individuals with articulatory/ phonological disorders. While this text offers a thorough discussion of phonetic principles (also known as the traditional or motor approach) applied to the diagnosis and treatment of motor-based disorders, emphasis is placed on phonemic approaches. Contemporary issues such as features of a phonological assessment, various phonemic-based therapies, and newer nonlinear/ multi-linear phonologies and their role in the assessment and intervention process are treated in detail.

<>Combining a strong clinical emphasis with new chapter learning aids, the Third Edition of Articulatory and Phonological Impairments provides students with a clinical framework that encompasses basic terms and concepts, phonetic transcription, and several theoretical perspectives that are extensively applied to clinical examples. &nbsp; While this text offers a thorough discussion of phonetic principles (also known as the traditional or motor approach) applied to the diagnosis and treatment of motor-based disorders, emphasis is placed on phonemic approaches. Contemporary issues such as features of a phonological assessment, various phonemic-based therapies, and newer nonlinear/ multi-linear phonologies and their role in the assessment and intervention process are treated in detail &nbsp; New to The Third Edition: Extensive revisions to Chapter 4 include NEW additional analysis procedures which demonstrate the clinical applicability of distinctive feature theory and natural phonology. A NEW section in Chapter 5 provides new information and research on phonological awareness, emerging literacy, and phonological disorders. Chapter 6 includes NEW content on regional and ethnic dialects as well as English as a second language, with expanded information on the Telsur Project at the University of Pennsylvania and African American Vernacular English. NEW Learning objectives that encompass the key points of that chapter have been added to the beginning of each chapter to focus the student learning experience. NEW learning aids, including case studies, websites, further readings, critical thinking activities, and test questions, at the end of each chapter provide students with the needed tools to assess and improve their understanding of the chapter content.