Kelly Miles
Biographic Data
| ID | 3821747 |
|---|---|
| NAME | Kelly Miles |
| GIVEN NAMES | Kelly |
| FAMILY NAME | Miles |
| SIGNATURE | MILES K |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0002-4104-980X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom
Introduction Listening is the gateway to children learning in the mainstream classroom. However, modern classrooms are noisy and dynamic environments making listening challenging. It is therefore critical for researchers from speech and hearing, education, and health sciences to co-design and collaborate to realistically assess how children listen to learn in the classroom and to understand how listening can be improved to enhance children’s lear…
Glottalisation as a cue to coda consonant voicing in Australian English
The prosodic licensing of coda consonants in early speech
English has a word-minimality requirement that all open-class lexical items must contain at least two moras of structure, forming a bimoraic foot (Hayes, 1995).Thus, a word with either a long vowel, or a short vowel and a coda consonant, satisfies this requirement. This raises the question of when and how young children might learn this language-specific constraint, and if they would use coda consonants earlier and more reliably after short vowel…
The syllabic status of final consonants in early speech
Young children's first attempts at CVC words are often realized with the final consonant being heavily aspirated or followed by an epenthetic vowel (e.g. cat /kæt/ realized as [kæt h ] or [kæt ə ]). This has led some to propose that young children represent word-final (coda) consonants as an onset-nucleus sequence (CV.C v ) (e.g. Goad & Brannen, 2003), raising questions about the syllabic status of the final consonant. To address this issue, we c…
The syllabic status of final consonants in early speech
Young children's first attempts at CVC words are often realized with the final consonant being heavily aspirated or followed by an epenthetic vowel (e.g. cat /kæt/ realized as [kæt h ] or [kæt ə ]). This has led some to propose that young children represent word-final (coda) consonants as an onset-nucleus sequence (CV.C v ) (e.g. Goad & Brannen, 2003), raising questions about the syllabic status of the final consonant. To address this issue, we c…
The prosodic licensing of coda consonants in early speech
English has a word-minimality requirement that all open-class lexical items must contain at least two moras of structure, forming a bimoraic foot (Hayes, 1995).Thus, a word with either a long vowel, or a short vowel and a coda consonant, satisfies this requirement. This raises the question of when and how young children might learn this language-specific constraint, and if they would use coda consonants earlier and more reliably after short vowel…
Glottalisation as a cue to coda consonant voicing in Australian English
An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom
Introduction Listening is the gateway to children learning in the mainstream classroom. However, modern classrooms are noisy and dynamic environments making listening challenging. It is therefore critical for researchers from speech and hearing, education, and health sciences to co-design and collaborate to realistically assess how children listen to learn in the classroom and to understand how listening can be improved to enhance children’s lear…
Psychology (4 works) · Acoustics (3 works) · Coda (3 works) · Consonant (3 works) · Linguistics (3 works) · Phonetics and Phonology Research (3 works) · Vowel (3 works) · Audiology (2 works) · Computer Science (2 works) · Language Development and Disorders (2 works)