Rules for legato, staccato, and repeated notes articulation in automatic piano performance are presented. These rules were obtained applying the analysis-by-measurement method to performances of Mozart piano sonatas on MIDIfied acoustic grand pianos. The effects produced by the rules vary with tempo indications, with expressive intentions and with musical context. The articulation rules are par...

WHY KIDS DON’T BREATHE What beginners discover is that they really don’t need to take any extra breath to make a sound on their instrument. They can make a sound and get by with whatever breath they have on hand at the moment. Besides, they are inundated with so many other things to think about – holding the instrument, embouchure, different pitches, counting, fingerings, articulation – why bot...

PURPOSE The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. METHOD Fifty-eight children with speech-sound disorders were assessed during the spring of their prekindergarten year and then again a...

The labial flap is a speech sound which has received little attention in the literature. In this paper, we document the articulation of the sound, including audio and video data from Mono (D.R. Congo, Ubangian). The sound is attested in over sixty languages and has been incorporated into the phonological system of at least a dozen of them. The sound is easily describable in terms of values of p...

Children with phonological disorders often display difficulty in other domains of language. Language-based approaches focus on all aspects of language; therefore, little attention may be drawn to sound errors and these may not be specific targets of intervention. These approaches involve a variety of naturalistic, conversationally based techniques such as focused stimulation in the form of expa...

Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluenc...

Children with residual speech errors face an increased risk of social, emotional, and/or academic challenges relative to their peers with typical speech. Previous research has shown that the effects of speech sound disorder may persist into adulthood and span multiple domains of activity limitations and/or participation restrictions, as defined by the World Health Organization's International C...

PURPOSE The primary aim of this study was to examine differences in speech/language and written language skills between children with suspected childhood apraxia of speech (CAS) and children with other speech-sound disorders at school age. METHOD Ten children (7 males and 3 females) who were clinically diagnosed with CAS (CAS group) were followed from the preschool years (ages 4-6) to school ...