Articulatory tradeoffs reduce acoustic variability during American English /r/ production

1999 ◽  
Vol 105 (5) ◽  
pp. 2854-2865 ◽  
Author(s):  
Frank H. Guenther ◽  
Carol Y. Espy-Wilson ◽  
Suzanne E. Boyce ◽  
Melanie L. Matthies ◽  
Majid Zandipour ◽  
...  
Keyword(s):  
American English ◽  
Acoustic Variability

Articulatory trade‐offs reduce acoustic variability in American English /r/ productions

1997 ◽  
Vol 102 (5) ◽  
pp. 3094-3094
Author(s):  
Frank H. Guenther ◽  
Carol Y. Espy‐Wilson ◽  
Suzanne E. Boyce ◽  
Melanie L. Matthies ◽  
Majid Zandipour ◽  
...  
Keyword(s):  
American English ◽  
Trade Offs ◽  
Acoustic Variability

scholarly journals Acoustic variability within and across German, French, and American English vowels: Phonetic context effects

2007 ◽  
Vol 122 (2) ◽  
pp. 1111-1129 ◽  
Author(s):  
Winifred Strange ◽  
Andrea Weber ◽  
Erika S. Levy ◽  
Valeriy Shafiro ◽  
Miwako Hisagi ◽  
...  
Keyword(s):  
Context Effects ◽  
American English ◽  
English Vowels ◽  
Acoustic Variability ◽  
Phonetic Context

Glottalization, reduction, and acoustic variability in function words in American English

2016 ◽  
Vol 140 (4) ◽  
pp. 3114-3114 ◽  
Author(s):  
Laura Dilley ◽  
Meisam K. Arjmandi ◽  
Zachary Ireland ◽  
Chris Heffner ◽  
Mark Pitt
Keyword(s):  
American English ◽  
Function Words ◽  
Acoustic Variability

Acoustic variability and speaker discriminative power of liquids in American English.

2008 ◽  
Vol 124 (4) ◽  
pp. 2558-2558
Author(s):  
Xinhui Zhou ◽  
Daniel Garcia‐Romero ◽  
Carol Espy‐Wilson
Keyword(s):  
American English ◽  
Discriminative Power ◽  
Acoustic Variability

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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