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The grapheme Ž (minuscule: ž) is formed from Latin Z with the addition of caron (Czech: háček, Slovak: mäkčeň, Slovene: strešica, Serbo-Croatian: kvačica).It is used in various contexts, usually denoting the voiced postalveolar fricative, the sound of English g in mirage, s in vision, or Portuguese and French j.
The following is the chart of the International Phonetic Alphabet, a standardized system of phonetic symbols devised and maintained by the International Phonetic Association.
Examples include secondary articulation; onsets, releases and other transitions; shades of sound; light epenthetic sounds and incompletely articulated sounds. Morphophonemically, superscripts may be used for assimilation, e.g. aʷ for the effect of labialization on a vowel /a/ , which may be realized as phonemic /o/ . [ 98 ]
The zh /ʒ/ sound is represented by various letters in different languages, such as the letter Ž as used in many Slavic languages, the letter Ż as used in Kashubian, the letter ج in a number of Arabic dialects, the Persian alphabet letter ژ , the Cyrillic letter Ж , the Devanagari letter and the Esperanto letter Ĵ .
In Maltese, ż represents the voiced alveolar sibilant [z], pronounced like "z" in English "maze". This contrasts with the letter z , which represents the voiceless alveolar sibilant affricate [ts] , like in the word "ha ts ".
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The voiced alveolar fricatives are consonantal sounds. The symbol in the International Phonetic Alphabet that represents these sounds depends on whether a sibilant or non-sibilant fricative is being described. The symbol for the alveolar sibilant is z , and the equivalent X-SAMPA symbol is z.
Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships.Since phonics focuses on the sounds and letters within words (i.e. sublexical), [13] it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and ...
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