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First, prefixes and suffixes, most of which are derived from ancient Greek or classical Latin, have a droppable vowel, usually -o-. As a general rule, this vowel almost always acts as a joint-stem to connect two consonantal roots (e.g. arthr-+ -o-+ -logy = arthrology), but generally, the -o-is dropped when connecting to a vowel-stem (e.g. arthr ...
An example of both can be seen in the future-marking suffix-en in the Yokutsan languages. Its vowel is supposed to be an underlying high vowel, though it surfaces as a mid vowel. Vowel rounding always applies before vowel lowering. Due to this order of phonological rules, the interaction of the suffix vowel with rounding harmony is opaque.
The basic rule is that words including at least one back vowel get back vowel suffixes (karba – in(to) the arm), while words excluding back vowels get front vowel suffixes (kézbe – in(to) the hand). Single-vowel words which have only the neutral vowels (i, í or é) are unpredictable, but e takes a front-vowel suffix.
Most commonly, the change is a result of sound assimilation with an adjacent sound of opposite voicing, but it can also occur word-finally or in contact with a specific vowel. For example, the English suffix -s is pronounced [s] when it follows a voiceless phoneme (cats), and [z] when it follows a voiced phoneme (dogs). [1]
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 ...
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
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