Background: Reading acquisition varies between languages, as languages differ in terms of phonology and orthography. Orthographic knowledge is demonstrated to be crucial in literacy acquisition in most orthographies. The literature on acquisition of orthographic knowledge has focused more on alphabetic orthographies and less is understood in alphasyllabary Kannada language. The present study aimed to understand the akshara knowledge acquisition by measuring akshara identification accuracy and reaction time in typically developing Kannada medium primary school children. Methods: The study consisted of 315 typically developing children, 45 each from Grade I through Grade VII between the age range of 5 years 6 months to 12 years 6 months. The children were assessed for akshara identification accuracy and reaction time using a representative sample of 67 akshara selected at four different levels of complexity: vowels in primary form, consonant with inherent vowels, consonant with vowel diacritics, and consonant clusters. The mean performance was compared between the groups using one-way ANOVA with post-hoc Bonferroni test. Results: One-way ANOVA revealed significant main effect (p≤0.05) of Grade on akshara identification accuracy and reaction time. The post-hoc Bonferroni test revealed that the mean akshara identification accuracy improved significantly (p≤0.05) from Grade I to Grade V and reached a plateau at Grade VI. The reaction time significantly reduced from Grade I to Grade IV and there was no significant change beyond Grade V.    Conclusion: The children learning to read alphasyllabary Kannada gain mastery over the majority of aksharas during the initial years of formal schooling, which develops completely by Grade VI. The automaticity in naming akshara develops gradually and reaches a plateau by Grade IV. The present findings indicate that children acquire automaticity in naming akshara early, while the akshara knowledge continues to develop.

Background Voice plays a major role in communication, and it reveals the speaker's physical and emotional health, personality, and identity. Professional voice users are dependent on their voice for their livelihood. A minimal change or deviation in their voice can interfere with their career. Since respiration is the source for voice production, good lung capacity and the inspiratory-expiratory ratio are very important in maintaining a good voice quality. Ujjayi Pranayama, an effective breathing technique is targeted in this study. Objective To investigate the immediate effects of Ujjayi pranayama on acoustic, aerodynamic and self-perception parameters of voice in professional voice users. Method Twenty normophonic female teachers performed this breathing technique taught by yoga professional. Parameters of aerodynamic, acoustic, and self-perception were analyzed at pre and post-practice. Results Significant differences in the acoustic variables including intensity and jitter were observed. Aerodynamic parameters have shown significant improvements in the variables including Maximum phonation Duration (MPD), Estimated Subglottal Pressure (ESGP), Laryngeal Conductance (LAC), Laryngeal Resistance (LAR) and Sound Pressure Level (SPL). Among the study participants, 80% have rated the Ujjayi pranayama as useful in prepping their voice for the vocal loading tasks. Conclusion In view of the better objective evidence and significant improvements in the study variables including the participant's self-perception, authors suggest that Ujjayi pranayama can also be used in voice rehabilitation as a vocal warm-up exercise.