Phoneme Segmentation Research Articles

The most important characteristics of Kubeisa dialect as one qiltu dialects

This research presents briefly Iraqi Arabic dialects including KIA which is under investigation. It sheds on the main characteristics which are the main concern in this research which distinguish the qiltu dialects from other gilt dialects. This may be due to the fact that Kubeisa is a small town located far from urban regions which remains a "virgin territory" that the dialect spoken by its people requires analysis and investigation . In addition to the investigation of segmental phonemes and sounds in context (Deflexion) in Kubeisa Iraqi Arabic (KIA), this study also aimed at pointing out whether this dialect belongs to "qiltu - dialects" or "gilt - dialects" spoken in Iraq. Then the dialect under investigation in this research, i-e., segmental phonemes of KIA are presented. The phonological analysis of the segmental phonemes of KIA was the focus of the current study's explanatory qualitative design, which involved gathering and analyzing qualitative data. The analysis of taped content, comprising sentences and words said by KIA speakers using a tape-recording equipment, is the focus of the current work. In addition, audio recording equipment is used. This study is a qualitative inquiry that is based on the words and writing created by a small group of KIA speakers. This study is descriptive since it deals with information that was gathered in the form of Instead of statistics, use recorded speech or conversations. This research concentrates on conducting interviews with KIA speakers and leveraging the instruments for recording audio activity. In this research, the researcher uses interviews which consist of several preset topics that are addressed to people who become the research subjects. To acquire qualitative data, the current study used semi-structured interviews. A semi-structured interview is one in which questions are prepared ahead of time but the interviewer is permitted to add several questions that were not planned ahead of time during the interview Also, it presents a brief survey of the main dialects used in the west of Iraq, namely HIA and RA (Dlaim Arabic). This research presents the most important results and discussion of findings of data analysis. In conclusion, the most important points in which the research is conducted are presented.

تحليل فونولوجي للأصوات في السياق في اللهجة العراقية الكبيسية

This research presents the phonological aspects which happens in KID. This study concerns with the process which occur in connected speech such as Assimilation, Elision, Intrusion..These process are used by the speakers of KIA .In this empirical study, the spontaneous speech of the individuals who speak KID has been recorded in natural setting. The three phonological phenomena that concern this study have been explained briefly before starting the phonological analysis of the data collected about KID. This study is restricted to the analysis of segmental phonemes in KIA, that is the consonants and vowels and any aspects related to them. It also studies the phonological processes of assimilation, elision, and linking as aspects of connected speech.The researcher employed judgment sampling to select my informants from the Kubiesa community for the current investigation. First, the Muslim population in Kubeisa (KIA) speaks the language as a native speaker because they were born and reared there, providing a practical rationale for the usage of this approach. The data collected will depend on interviews with people who are considered native speakers of this dialect and live in kubeisa town. The same thing is true with the conversations recorded for the same purpose.When analyzing the examples taken from the data to point out the assimilated intruded, elided and imalized sounds in context.Several utterances from the speech and discussions of native KIA speakers are analyzed in this study. It includes talks and debates on a variety of subjects, including social, economic, educational, religious, and sporting issues. Its main goal is to pinpoint the crucial phonological mechanism of KIA within the context of the studied phonological issues. According to the hypothesis, such variances might exist.KIA has regressive and progressive assimilation, but there is no coalescent assimilation.In KIA,, all types of elision depend on context.

Cross-linguistic conditions on word length.

Based on a dataset representing close to ¾ of the world's languages we investigate differences among languages and between items on the Swadesh list with regard to mean word length from a linguistic typological point of view. Mapping the world-wide distribution of word length shows convergence at a continent-wide level, a Pacific Rim signature, and a tendency for large word length averages to be a recessive trait. The amount of data, which is unparalleled in previous, related studies, allows us to provide more solid estimates and accounts for the interrelationships between word length, phoneme segment inventory size, and population size than was previously possible. Word length differences between items exhibit robust, universal tendencies, which are discussed in relation to other quantities, including stability, synonymy, and attestation.

Segmental Phonology in Arabic Dialect Spoken in Kubeisa Town with Reference to Standard English

This research investigates an Iraqi dialect used in the western Iraqi town of Kubeisa. It performs a phonological analysis for single phonemes. This study sought to determine whether Kubeisa Iraqi Arabic (KIA) belongs to the "qiltu - dialects" or "gilt - dialects" spoken in Iraq in addition to looking at segmental phonemes in KIA with relation to SE. The phonological analysis of the segmental phonemes of KIA with reference to SE was the focus of the current study's explanatory qualitative design, which involved gathering and analyzing qualitative data. The analysis of taped content, comprising sentences and words said by KIA speakers using a tape-recording equipment, is the focus of the current work. The model adopted for this study was Roach (2009). Modern Standard Arabic (MSA) was also referred. In terms of the data analysis the findings arrived at, relevant conclusions were drawn. There are certain features that characterize KIA and distinguish it from SE. This thesis concluded that speakers of KIA use CCs in medial position of words more than initial or final positions. Vowel sounds in KIA are less in number than in SE, regressive assimilation is used more than progressive assimilation, KIA intrusion is widely used by the native speakers of this dialect. KIA is rich in the use of? Imala (deflexion) process in addition to these conclusions, this study showed that this dialect is considered one of the "qiltu dialect" since KIA pronounced the sounds /q/ and /k/ rather than the phonemes /g/ and /t∫/ in all the data analyzed.

Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10-17) diagnosis.

This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers seen at age 5, 38 students were subsequently diagnosed as either consistent dyslexic readers (18 DYS) or consistent typical readers (20 TR). Their phonological and lexical reading skills were assessed at ages 10 and 17 and their phonemic segmentation and discrimination skills at age 5. In comparison with TR of the same chronological age (CA-TR), individuals with dyslexia demonstrated an impairment of the two reading routes, especially of the phonological reading route. In the comparison with younger TR (age 10) of the same reading level (RL-TR), only a deficit of the phonological route is observed. In the multiple-case study, the comparisons with CA-TR showed a prevalence of mixed profiles and very few dissociated profiles, whereas the comparison with RL-TR resulted mostly in two profiles depending on the measure: a phonological profile when accuracy was used and a delayed profile when speed was used. In addition, the correlations between early phonemic segmentation and discrimination skills (age 5) and later reading skills (age 17) were significant, and in the group of individuals with dyslexia, early phonemic segmentation skills significantly predicted these later reading skills. Phonological reading deficits are persistent and mainly caused by early phonemic impairments.

The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement. These differences may be further exacerbated by summer learning loss (SLL), in which student academic progress stagnates or declines during the summer months. Providing summertime academic interventions, specifically in reading, has been one proposed solution for mitigating SLL. The present exploratory study examined the impact of a comprehensive approach to summer literacy intervention that included evidence-based reading instruction in foundational reading skills (phonemic awareness, phonics, fluency) and more advanced disciplinary literacy skills on student reading-related outcomes for rising 1st-3rd grade students. on student reading-related outcomes for rising first, second, and third graders from an under-resourced, urban school. The majority of students who participated in the programming were from historically marginalized populations and low-income families and included students with diverse literacy needs. with 70% of students qualifying for free or reduced-price lunch, and included students with diverse literacy skills, students with developmental disabilities, and emergent bilingual learners. Students were assessed pre-post using norm-referenced assessments of phonemic segmentation, nonsense word reading, and oral reading fluency as well as curriculum embedded Mastery Tests. Results indicated that students made significant growth or maintained measured reading skills. Results indicated that rising first grade students made significant growth pre-post on measures of phonemic segmentation fluency, nonsense word reading, and Mastery Tests. Rising 2nd grade students demonstrated significant growth on Mastery Tests measures and maintained on other measures. Rising 3rd grade students demonstrated significant growth on aspects of nonsense word reading and maintained on other measures. Findings from this study indicate that a summer literacy intervention designed to address both foundational and disciplinary literacy skills may improve reading-related outcomes for students from economically and culturally diverse backgrounds.

The impact of explicitly teaching word segmentation using a visual vowel hand sign system to help at-risk children learn to read and spell English: A proof-of-concept study

ABSTRACT English vowels are phonologically and orthographically more difficult than consonants when learning to map speech to print. We sought to determine if teaching young at-risk readers and spellers to use a visual vowel hand sign system to segment spoken words into their component phonemes contributed to improved grapheme-phoneme correspondence knowledge, word reading and spelling. Twenty-three at-risk Year 1 participants were assessed prior to receiving Crack the Code – an intervention that incorporates a visual vowel hand sign system for phoneme segmentation – and immediately after its completion on measures of segmentation, grapheme-phoneme correspondence knowledge, word reading accuracy, word reading efficiency and spelling. Analysis of group data showed statistically significant improvement across all measures with effect sizes ranging from 0.73 to 1.83. Explicitly teaching phonemic segmentation with a visual vowel sign system may be an effective way of improving vowel knowledge, word reading and spelling skills of at-risk children.

BDNF Val66Met Polymorphism: Suggested Genetic Involvement in Some Children with Learning Disorder

Brain-derived neurotrophic factor (BDNF) plays an essential role in neuronal survival, especially in areas responsible for memory and learning. The BDNF Val66Met polymorphism has been described as a cognitive modifier in people with neuropsychiatric disorders. BDNF levels have been found to be low in children with learning disorder (LD). However, Val66Met polymorphism has not been studied before in such children. The aim was to investigate the presence of BDNF val66Met polymorphism in a group of children with specific LD and to verify its impact on their cognitive abilities. The participants in this cross-sectional study (N = 111) were divided into two groups: one for children with LD and the other for neurotypical (NT) ones. Children with LD (N = 72) were diagnosed according to the DSM-5 criteria. Their abilities were evaluated using Stanford–Binet Intelligence Scale, dyslexia assessment test, Illinois Test of Psycholinguistic Abilities, and phonological awareness test. Genotyping of BDNF Val66Met polymorphism was performed for all participants. The frequency of the Met allele was 26% among children with LD (6 children had homozygous, 26 had heterozygous genotype). The percentage of participants with deficits in reading, writing, and phonemic segmentation was higher in Met allele carriers when compared to non-Met allele carriers in LD group. The frequency of Met allele among NT children was 3.85% (0 homozygous, 3 children had heterozygous genotype) (p = 0.00001). The high frequency of Val66Met polymorphism among children with LD introduces the BDNF gene as a genetic modifier of learning performance in some children who manifest specific learning disorder (developmental dyslexia).

Auditory Analysis of Segmental Phonemes in Kubeisa Iraqi Arabic with Reference to Standard English and Modern Standard Arabic

In this study, a dialect of Iraqi that is spoken in the western Iraqi town of Kubeisa is examined. With regard to Standard English and Modern Standard Arabic, it does an auditory analysis for phonemes in isolation which include consonants and vowels. It has not previously given significant attention by scholars despite having a range of phonological features compared to other dialects spoken in western Iraq in particular and Iraq in general. This may be because Kubeisa is a small town located outside of metropolitan areas and is still considered a "virgin territory," necessitating analysis and research into the dialect used by its residents in relation to SE and MSA. The auditory analysis of the segmental phonemes of KIA with reference to SE and MSA was the focus of the current study's explanatory qualitative design, which involved gathering and analyzing qualitative data. The analysis of taped content, comprising sentences and words said by KIA speakers using a tape-recording equipment, is the focus of the current work. According to Peter Roach's idea of the segmental phonemes, which is a branch of segmental phonology, speech is broken down into phonemes (or segmental phonemes), which generally correspond to the phonetic components of the examined speech. In order to determine how this dialect differs from Modern Standard Arabic (MSA) and how it differs from the utterances chosen for examination, MSA was also consulted in this research.
 For this empirical study, the spontaneous speech of people who speak KIA was recorded in a natural setting. Relevant conclusions were reached based on the data analysis and findings. There are specific characteristics that set KIA apart from SE. This thesis found that speakers of KIA use CCs in middle positions of words more often than in initial or ending positions, that MSA and KIA speakers use less vowel sounds than speakers of SE.

الصوتيات المقطعية للّهجة الكبيسية العراقية العربية مع الإشارة إلى اللغة الإنكليزية القياسية

This study examines one of the Iraqi dialects “spoken in the town of Kubeisa in the west of Iraq. It conducts a phonological analysis for phonemes in isolation with reference to Standard English (SE). This study examines one of the Iraqi dialects” spoken in the town of Kubeisa in the west of Iraq. It conducts a phonological analysis for phonemes in isolation. In the present study, a phonological analysis of the segmental phonemes of KIA with reference to SE was conducted using an explanatory qualitative approach, and qualitative data were collected and analyzed in this context. The basic picture needs to be clarified, expanded upon, or explained through qualitative data collection. An explanatory study aims to provide an explanation and rationale for the descriptive data. In the present study, the researcher uses judgment sampling to select the informants from the Kubiesa community. The participants who are involved have different educational backgrounds, namely, naive speakers, half- educated speakers, and educated speakers. The present study involves several procedures for data analysis. First, descriptive analysis will be used to present the results of qualitative data obtained from instruments which are mentioned before. Second, thematic analysis will be used to present qualitative data obtained from a semi structure and follow up interviews. In analysis of data, the model adopted is Roach (2009). This model is the forerunner in establishing the classification and description of Segmental Phonemes which are adopted in this study. Modern Standard Arabic (MSA) is also referred to when required to help in the analysis of the utterances chosen to be analyzed from KIA data depending on the data collected from native speakers of KIA.

Dyslexia with and without Irlen syndrome: A study of influence on abilities and brain-derived neurotrophic factor level.

The presence of comorbid Irlen syndrome (IS) in children with developmental dyslexia (DD) may have an impact on their reading and cognitive abilities. Furthermore, the brain-derived neurotrophic factor (BDNF) was reported to be expressed in brain areas involved in cognitive and visual processing. The aim of this study was to evaluate some cognitive abilities of a group of dyslexic children with IS and to measure and compare the plasma BDNF level to dyslexic children without IS and neurotypical (NT) children. The participants were 60 children with DD (30 in the DD + IS group; 30 in the DD group) and 30 NT children. The Irlen reading perceptual scale, the Stanford Binet intelligence scale, 4th ed, the dyslexia assessment test, and the Illinois test of psycholinguistic abilities were used. The BDNF level was measured using the enzyme-linked immunosorbent assay. One-minutewriting and visual closure deficits were more prevalent, while phonemic segmentation deficits were less prevalent in the DD + IS group compared to the DD group. The BDNF level in the DD groups was lower than that in NT children (p < 0.001). Some reading and non-reading tasks were influenced by the presence of a coexisting IS. The reduced BDNF level could play a role in the deficits noticed in the abilities of children with DD.

Segment count and weight iny-adjective comparatives: inroads that bite off more than one can chew!

Adjectival syllable count, often used to predict English comparativesmoreversus -er, is of little help in predicting the comparatives of adjectives ending in &lt;y&gt;, pronounced /i/, here called they-adjectives. Examples ofy-adjectives includesillyandworthy. This article considers whether the phonemic segment count (segment count) and penultimate syllable weight (penultimate weight) ofy-adjectives may serve as alternatives to syllable count in predictingmoreversus -er. The segment count and penultimate weight of relevanty-adjective tokens from a set of diachronic corpora are studied, alongside the tokens’ morphological complexity and period of occurrence in two separate, parallel sets of mixed-effects models. Syllabification principles for penultimate weight coding differentiate the two sets of modelling. Findings converge on segment count as a predictor of the comparative form, while the role of morphological complexity remains less clear, emerging significantly from one set of modelling but not the other. A rethinking of adjectival length based on segment count is advanced for our understanding ofy-adjective comparatives. Discussed also are downstream implications of variant syllabification theories on accounts ofy-adjective comparatives, together with insights shed on morphophonological intersections and the potential place of Englishy-adjective comparatives within the ambit of English alternations.

How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development?

The contribution of the orthographic representations to the development of phonemic awareness in Arabic was tested among 289 native Arab readers from the second, the fourth, and the sixth grade. Phonemic awareness was tested by using two phonemic segmentation tasks: words and pseudowords. The participants' words and pseudowords reading and spelling skills beside to orthographic knowledge were tested also. The results revealed that the accuracy levels of phoneme segmentation of words were higher than pseudowords for all ages. In addition, the results revealed that the pseudowords reading skills and the orthographic knowledge contributed significantly to the phoneme segmentations of words and pseudowords. The results were discussed in light of the assumption that in transparent orthographies, such like Arabic, the grain size of phoneme awareness development is contributed by capturing the correspondences between the phonology and the orthography and the orthographic representations development.

Assessing clinical utility of machine learning and artificial intelligence approaches to analyze speech recordings in multiple sclerosis: A pilot study

BackgroundAn early diagnosis together with an accurate disease progression monitoring of multiple sclerosis is an important component of successful disease management. Prior studies have established that multiple sclerosis is correlated with speech discrepancies. Early research using objective acoustic measurements has discovered measurable dysarthria. MethodThe objective was to determine the potential clinical utility of machine learning and deep learning/AI approaches for the aiding of diagnosis, biomarker extraction and progression monitoring of multiple sclerosis using speech recordings. A corpus of 65 MS-positive and 66 healthy individuals reading the same text aloud was used for targeted acoustic feature extraction utilizing automatic phoneme segmentation. A series of binary classification models was trained, tuned, and evaluated regarding their Accuracy and area-under-the-curve. ResultsThe Random Forest model performed best, achieving an Accuracy of 0.82 on the validation dataset and an area-under-the-curve of 0.76 across 5 k-fold cycles on the training dataset. 5 out of 7 acoustic features were statistically significant. ConclusionMachine learning and artificial intelligence in automatic analyses of voice recordings for aiding multiple sclerosis diagnosis and progression tracking seems promising. Further clinical validation of these methods and their mapping onto multiple sclerosis progression is needed, as well as a validating utility for English-speaking populations.

Implementation of a System for Assessing the Quality of Spoken English Pronunciation Based on Cognitive Heuristic Computing.

This paper analyzes and investigates the quality assessment of spoken English pronunciation using a cognitive heuristic computing approach and designs a corresponding spoken pronunciation quality assessment system for practical training. Using the general Goodness of Pronunciation assessment algorithm as a benchmark, the shortcomings of the traditional Goodness of Pronunciation method are explored through statistical experiments, and the validity of the overall posterior probability output from the speech model for pronunciation quality assessment is verified. For the analysis of rhythm, there is no common algorithm framework, but in this paper, the F0 similarity algorithm based on dynamic time regularization and the stop similarity algorithm based on forced alignment is proposed for the two main factors of rhythm, intonation, and pause, respectively. After framing, the Hamming window processing is used to make the signal smoother, reduce the side lobe size after fast Fourier transform processing, and solve the problem of spectrum leakage. Compared with the ordinary rectangular window function, the Hamming window can obtain a higher quality spectrum. And combined with CTC for speech recognition modeling, the recognition rates are comparable in the case of using BLSTM and bidirectional threshold cyclic unit BGRU as the hidden layer unit, respectively, and the training time is 23% less than BLSTM using BGRU; in addition, the BGRU-CTC model is improved by using a 2-BGRU-CTC model with 256 hidden layer nodes, so that the error rate of phoneme recognition is reduced to 33%. The effectiveness of the algorithm framework is also verified through experiments, which further proves the effectiveness of our proposed phoneme segment feature and rhyme similarity algorithm.

Support-Vector Machine-Based Classifier of Cross-Correlated Phoneme Segments for Speech Sound Disorder Screening.

This paper presents a Support-Vector Machine (SVM) based method of classification of cross-correlated phoneme segments as part of the development of an automated Speech Sound Disorder (SSD) Screening tool. The pre-processing stage of the algorithm uses cross-correlation to segment the target phoneme and extracts data from the new homogeneously trimmed audio samples. Such data is then fed into the SVM-based classification script which currently achieves an accuracy of 97.5% on a dataset of 132 rows. Given the global context of an increasing trend in the incidence of Speech Sound Disorders (SSDs) amongst early-school aged children (5-6 years old), the constraints imposed by the new Corona virus pandemic, and the (consequent) shortage of professionally trained specialists, an automated screening tool would be of much assistance to Speech-Language Pathologists (SLPs).

Phonological Awareness and Vocabulary Formation among Kindergarten Learners

This study aims to assess the Phonological awareness and Vocabulary formation among Kindergarten. Specifically, the study seeks to achieve the following objectives: level of Phonological awareness of Kindergarten learners in terms of: onset and rime, phoneme blending and phoneme segmentation; level of vocabulary formation of Kindergarten learners in terms of: word recognition, word invented meaning and word associated meaning; and significant relationship to the vocabulary formation of learners. The respondent of the study were thirty nine (39) kindergartens from Magdalena District who were 6 years of age. Learning activities given composed of onset and rime, phoneme blending and phoneme segmentation tasks and checklist. In addition, word recognition, word invented spelling and word associated meaning actual kindergarten word answer. The results are as follows in terms of objectives, significant relationship between the phonological awareness and vocabulary formation of the kindergarten learners. Specifically, it presents the relationship between the awareness on students on Onset and Rimes, Phoneme Blending, and Phoneme Segmentation with their abilities in Word Recognition, Word Invented Spelling, and Word Associated Meaning. Onset and Rimes is observed to have a significant strong relationship with Word Recognition (r=0.668, p=000) and a moderate relationship with the Word Invented Spelling (r=0.436) and Word Associated Meaning (r=0.561, p=000) with the respective p-values of 0.000, 0.006, and 0.000. Obtained p-values for the test were less than 0.05 hence the significance. Consecutively, Phoneme Blending is observed to have a strong significant relationship with Word Associate Meaning (r=0.619), a moderate relationship with Word Recognition (r=0.562), and a weak significant relationship with Word Invented Spelling (r=0.367) with the p-values of 0.000, 0.022, and 0.000 respectively. On the other hand, the Phoneme Segmentation is perceived to have no significant relationship with Word Recognition (r=0.073) and Word Associated Meaning (r=0.285) all the while having a significant moderate relationship with word invented spelling (r=0.525). Only the p-value for the latter was at 0.001 which was less than the significance alpha. Researchers tested the hypothesis rejected. This calls for the acceptance of the alternative which incites that there is a significant relationship.

THE IMPROVEMENT OF MISPRONUNCIATION ENCOUNTERED BY MOST YOUNG ENGLISH LEARNERS

Mispronunciation is a critical issue encountered by most young English learners in a second language learning that causes low spoken English proficiency, which plays important roles today. The objectives of this study were to identify the segmental changes resulted in the articulation of English mispronounced words produced by most young learners, to describe the different elements between Indonesian and English sound systems, and to explain the phonological interference of mother tongue in English mispronunciation. This study uses descriptive qualitative research design performed on ten primary school students selected by using purposive sampling in Semarang. Data were collected by using simak method and analyzed by using padan fonetik artikulatoris method.&#x0D; The data suggest that the majority of the participants had difficulty in articulating the words with absent phonemic segments /ɪ, æ, əː, ɔ, ʌ, eɪ, ʊə, ɪə, aɪə, ʃ, θ, ð, ʒ, voiced v/, silent letters &lt;b, d, e, t, w, gh, and r in some cases&gt;, spelling patterns &lt;th, ow, ph, ie, ueue, ough&gt;, and tricky words including several English borrowings that have inconsistent spelling pronunciation. The results showed that the interference of L1 sounds and pronunciation rules occurred through substitution of closest native sounds for absent phonemes, insertion of native sounds, and negative transfer of L1 spelling pronunciation. It can be concluded that most of the young learners mispronounced on words with absent phonemic segments, silent letters, spelling patterns of many letters combination, and several English borrowings.

Skill Performance Assessment for Kindergarten Reading Screening Measures: Pilot Study

Kindergarten reading screening measures typically identify many students as at risk who later meet criteria on important outcome measures (i.e., false positives). To address this issue, we evaluated a gated screening process that included accelerated progress monitoring, followed by a simple goal/reward procedure (skill vs. performance assessment, SPA) to distinguish between skill and performance difficulties on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in a multiple baseline across students design. Nine kindergarten students scored below benchmark on PSF and/or NWF at the middle of year benchmark assessment. Across students and skills ( n = 13 panels of the study), nine met/exceeded benchmark during baseline (suggesting additional exposure to the assessments was adequate), two exceeded benchmark during goal/reward procedures (suggesting adding a motivation component was adequate), and two required extended exposure to goal/reward or skill-based review to exceed the benchmark. Across panels of the baseline, 12 of 13 skills were at/above the end-of-year benchmark on PSF and/or NWF, suggesting lower risk than predicted by middle-of-year screening. Due to increasing baseline responding, experimental control was limited; however, these results suggest that simple progress monitoring may help reduce false positives after screening. Future research on this hypothesis is needed.

Exploring para teacher’s strategies in developing pupil’s phonemic awareness in New Normal

This study examines the applied strategies of para teacher in developing the English language phonemic awareness of a first grader in the context of modular distance learning delivery modality. To develop such awareness, students should be able to master the tasks such as (1) phoneme isolation, (2) phoneme identity (3) phoneme deletion, (4) phoneme segmentation, (5) phoneme categorization, and (6) phoneme blending. This study concentrates on how the para teacher addresses all the six components of phonemic awareness and explores whether there are any additional elements that should be considered with English learners’ phonemic awareness development. In this case study, data were collected through semi-structured interviews, field notes from modular instruction observation, and phonemic awareness assessment results. The results from this case study imply that systematic teaching strategies are essential to consider with English learners’ phonemic awareness development. The findings of this study also disclosed that both para teacher and learner’s motivation is an essential component in teaching and learning phonemic awareness.