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stop air then release with some friction (stop + fricative) CHurCH, judge |
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the phones that make up the same sound- perceived as the same sound (ex v and w in Hindi) |
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the relationship between letters of written language and individual sounds of oral language |
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Phonemes change to accommodate sounds around them (input hard to say comes out as IMPUT) |
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2 letters are used to represent two different phonemes ex. bl, sw |
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Complementary Distribution |
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the allophones of a phoneme occur in different environments ex "a" vs "an" |
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nonsyllabics, constricts air, voiced or voiceless |
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2 letter spellings for one phoneme th sh ch etc |
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The study of origins and history of words |
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rules clearly stated, provides examples, practice in applying rules |
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spellings changed to more closely resemble Latin or Greek spellings, what scholars thought were their roots but were wrong |
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the tongue taps against the back of the front teeth |
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stops air in glottal region rather than mouth |
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letters of written language |
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combination of visual and sound information, sounds of language written symbols representing those sounds |
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students discover the rules |
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2 words that differ by just one sound mag and nag |
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various spellings are possible in the same environment |
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a sound that makes a difference in the meaning |
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possible phoneme combinations of a language |
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occur in unstressed syllables |
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block air and then release it |
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alternating vowel and consonant sound |
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knowledge of all possible combinations of letters |
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the study of the structure of words |
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studying the role a word plays in a sentence |
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the study of the meaning of words and sentences |
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students use features of reading texts in their own writing at a later time |
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students subconsciously use texts from reading in their writing |
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each sound represented by one and only one written mark ex IPA |
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people are born with innate knowledge of grammar- no matter what language, some universals |
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there's a finite set of rules for language learners use to create all grammatical sentences of a language. Also surface structure (what we say) vs. deep structure (what we mean |
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children's mistakes in language |
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1. they DON'T always imitate adults 2. They overgeneralize rules |
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