Markov modelIn probability theory, a Markov model is a stochastic model used to model pseudo-randomly changing systems. It is assumed that future states depend only on the current state, not on the events that occurred before it (that is, it assumes the Markov property). Generally, this assumption enables reasoning and computation with the model that would otherwise be intractable. For this reason, in the fields of predictive modelling and probabilistic forecasting, it is desirable for a given model to exhibit the Markov property.
ASCIIASCII (ˈæskiː ), abbreviated from American Standard Code for Information Interchange, is a character encoding standard for electronic communication. ASCII codes represent text in computers, telecommunications equipment, and other devices. Because of technical limitations of computer systems at the time it was invented, ASCII has just 128 code points, of which only 95 are , which severely limited its scope. Many computer systems instead use Unicode, which has millions of code points, but the first 128 of these are the same as the ASCII set.
Czech orthographyCzech orthography is a system of rules for proper formal writing (orthography) in Czech. The earliest form of separate Latin script specifically designed to suit Czech was devised by Czech theologian and church reformist Jan Hus, the namesake of the Hussite movement, in one of his seminal works, De orthographia bohemica (On Bohemian orthography). The modern Czech orthographic system is diacritic, having evolved from an earlier system which used many digraphs (although one digraph has been kept - ch).
Hidden Markov modelA hidden Markov model (HMM) is a statistical Markov model in which the system being modeled is assumed to be a Markov process — call it — with unobservable ("hidden") states. As part of the definition, HMM requires that there be an observable process whose outcomes are "influenced" by the outcomes of in a known way.
Whole languageWhole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
ReadingReading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch. For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation. Other types of reading and writing, such as pictograms (e.g., a hazard symbol and an emoji), are not based on speech-based writing systems.
Writing systemA writing system is a method of visually representing verbal communication, based on a script and a set of rules regulating its use. While both writing and speech are useful in conveying messages, writing differs in also being a reliable form of information storage and transfer. Writing systems require shared understanding between writers and readers of the meaning behind the sets of characters that make up a script.
English phonologyEnglish phonology is the system of speech sounds used in spoken English. Like many other languages, English has wide variation in pronunciation, both historically and from dialect to dialect. In general, however, the regional dialects of English share a largely similar (but not identical) phonological system. Among other things, most dialects have vowel reduction in unstressed syllables and a complex set of phonological features that distinguish fortis and lenis consonants (stops, affricates, and fricatives).
Analytic phonicsAnalytic phonics (sometimes referred to as analytical phonics or implicit phonics) refers to a very common approach to the teaching of reading that starts at the word level, not at the sound (phoneme) level. It does not teach the blending of sounds together as is done in synthetic phonics. One method is to have students identify a common sound in a set of words that each contain that same sound. For example, the teacher and student discuss how the following words are alike: pat, park, push and pen.
PhonotacticsPhonotactics (from Ancient Greek phōnḗ "voice, sound" and taktikós "having to do with arranging") is a branch of phonology that deals with restrictions in a language on the permissible combinations of phonemes. Phonotactics defines permissible syllable structure, consonant clusters and vowel sequences by means of phonotactic constraints. Phonotactic constraints are highly language-specific. For example, in Japanese, consonant clusters like /st/ do not occur.
