Journal articles on the topic 'Reading (Primary) Phonetic method'
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1
Janicka-Panek, T. "MODERN TEACHERS OF PRESCHOOL AND EARLY SCHOOL EDUCATION IN POLAND ABOUT THE METHODS OF READING (PEDAGOGICAL THEORY AND PRACTICE)." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 140–49. http://dx.doi.org/10.33989/2226-4051.2020.22.222014.
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The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.
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Dokovova, Maria. "Achieving Native-like Pronunciation through Phonetic Analysis and Poetry." Lifespans and Styles 2, no. 1 (March 21, 2016): 63–78. http://dx.doi.org/10.2218/ls.v2i1.2016.1431.
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The problem of identifying phonetic phenomena related to language transfer and correction in second language (L2) production can be approached by conducting broad analyses of the same L2 speaker. This approach is applied in the present study, which investigates errors of pronunciation segmentally (grammatical mistakes, voicing of consonants, and vowel distinctions) and suprasegmentally (intonation and time-gaining techniques) in order to establish the possibility of their being corrected in two recordings of readings by a non-native French speaker. The errors from the first recording were identified, analyzed, and corrected through pronunciation exercises with the aim of raising awareness of the problems to help overcome them on the second reading attempt. The correction methods involved exercises such as reading poetry aloud, pronouncing consonantal segments in various vocalic environments, and reading the target text, syllable by syllable. In addition, the analysis investigates the possibility of phonetic transfer from the two primary languages of the speaker: Bulgarian and English. The researcher is the speaker, the methodological implications of which are discussed, reaching the overall conclusion that it helps to raise awareness of the phonetic background of the errors. Despite the risk of compromising the data through this methodological choice, the results show that a high level of attention and monitoring of the speech alone may be insufficient for internalizing corrections. While grammatical mistakes were corrected most effectively, other segmental and suprasegmental features showed different levels of success. One of the features (the /ɛ/ and /e/ distinction) even exhibited deterioration in the second recording. These examples suggest the presence of “equivalence classification” phenomena and raise the question of the appropriateness of the phonetic exercises for overcoming the errors. Another area of interest was determining the source of errors such as “uptalk”, the reassigning of grammatical gender, word-final devoicing, and elimination of syllable-initial lenis stop prevoicing. Due to the limited amount of data available, it was difficult to draw firm conclusions, but the tendencies observed suggested that the errors might be due to transfer from the speaker’s primary languages, whose influence appeared to be equal. Further research should therefore control for the influence of the two primary languages and extend the scope to include a second post-training recording. Overall, the second recording demonstrated that raised awareness and training helped to achieve acceptable production in the suprasegmental features as well as most of the instances of unfamiliar phones, such as /ʁ/, front-rounded vowels, and nasal vowels.
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Bouvier, Liziane, Laura Monetta, Paolo Vitali, Robert Laforce, and Vincent Martel-Sauvageau. "A Preliminary Look Into the Clinical Evolution of Motor Speech Characteristics in Primary Progressive Apraxia of Speech in Québec French." American Journal of Speech-Language Pathology 30, no. 3S (June 18, 2021): 1459–76. http://dx.doi.org/10.1044/2020_ajslp-20-00162.
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Purpose This study aimed to track changes in acoustical and perceptual features of motor speech in patients with phonetic and prosodic primary progressive apraxia of speech (PPAOS) in Québec French over an 18-month period. Method A prospective multiple-case series with multiple testing periods, including four participants with a diagnosis of PPAOS, was conducted. Participants were 0.5–4 years postonset of disease at baseline. They underwent comprehensive motor speech and language assessments and cognitive screening every 6 months for up to 18 months. Acoustical and perceptual analyses of motor speech were conducted. Results Results showed a considerable impairment in motor speech abilities for patients with PPAOS at all time points and a significant decrease in performance for almost all articulatory and prosodic measures over time. Passage reading and diadochokinesis seemed particularly promising for the tracking of changes in PPAOS motor speech characteristics and PPAOS classification. Quantifying length of speech runs made it possible to distinguish phonetic from prosodic PPAOS. Finally, the patients who evolved to phonetic PPAOS developed aphasia, and the two with prosodic PPAOS showed greater motor symptoms such as unequivocal dysarthria. Conclusion This study extends the growing literature on PPAOS and its subtypes by describing specific changes in articulatory and prosodic abilities over a period of at least 6 months, which are important for the diagnosis and management of PPAOS.
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Yasa, Rawdhah Binti. "RANCANGAN PELATIHAN PENGUCAPAN KATA UNTUK MENINGKATKAN KELANCARAN MEMBACA SISWA KELAS 1 SD." Psympathic : Jurnal Ilmiah Psikologi 1, no. 1 (February 9, 2016): 87–97. http://dx.doi.org/10.15575/psy.v1i1.470.
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The aim of this study as a preliminary study in developing the exercises to improve reading fluency of students grade 1of Primary School (SD). The study used a quasi- experimental method with Nonequivalent Control Group Design. The subjects were seven students in 1st grade, with age 7-8 years old, which consists of four students as an experimental group that received exercises of pronunciation as much as six times with a duration of 30-40 minutes and three students as a control group. Data on reading fluency obtained by measuring the average score of subject’s reading ability within one minute. Measuring instrument used was a single paragraph which consists of a series of words / syllables that need to be mastered by children aged 7 years old. In this exercise the students practice for using their speech muscles suit the phonetic rules, so that the resulting pronunciation becomes more precise. The results showed that in the control group there was no increase reading fluency, while in the experimental group there was three student has increased their reading fluency but not to the another one. However, there were changing in the aspects of speed and accuracy among all subjects who received the pronunciation exercises.
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Mykhailivna Bogush, Alla, Tetiana Mykhailivna Korolova, and Oleksandra Volodymyrivna Popova. "A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar." Arab World English Journal, no. 3 (November 15, 2020): 255–81. http://dx.doi.org/10.24093/awej/elt3.22.
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The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.
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Tadrous-Furnanz, S., J. Clark, B. Zaccari, and D. Storzbach. "A-66 Wechsler Test of Adult Reading is a More Useful Indicator of Premorbid Cognitive Functioning than the Reynolds Intellectual Screening Test in Blast Exposed Veterans." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 926. http://dx.doi.org/10.1093/arclin/acz034.66.
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Abstract Objective The primary objective of this study was to compare the utility of the Wechsler Test of Adult Reading (WTAR) with the Reynolds Intellectual Screening Test (RIST) as a measure of premorbid cognitive functioning among blast-exposed Veterans. Method Sixty-nine Operation Iraqi Freedom/Operation Enduring Freedom (OIF/OEF) Veterans enrolled at the VA Portland Health Center who passed the Test of Memory Malingering (TOMM) were given the WTAR, RIST, and the Neuropsychological Assessment Battery (NAB). Data was analyzed using bi-variate correlational analyses and linear regressions. Results Scores on the WTAR were correlated significantly ( p < .05) with RIST, academic achievement, executive functioning (phonemic fluency), and multiple measures of attention, verbal learning and memory, and visuospatial skills. The WTAR was more consistently and strongly associated with those cognitive outcomes than the RIST. A stepwise linear regression was conducted to examine which of these cognitive domains loaded the highest on the WTAR. The overall attention index was the single most significant contributor to WTAR score, F(1,67) = 23.23, p < .001. Phonemic fluency added a significant proportion to the variance in WTAR scores Δr2 = .10, F (2, 66) = 18.30, p < .001. Conclusions The utility of word reading measures as indicators of premorbid functioning across multiple domains has been recently questioned. The current data suggests that for blast-exposed Veterans, the WTAR is indeed associated with cognitive functioning in attention, learning/memory, and executive functioning, even more so than the RIST. In particular, the WTAR appears related to attention.
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Ren, Jiahong. "Reflecting on the Primary Phonetic Learning Based on the Critical Period Hypothesis in Language Acquisition." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 900. http://dx.doi.org/10.17507/tpls.0710.11.
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New English Curriculum Standards of Compulsory Education points out the following specific requirements of phonetic learning in the secondary target of language learning: reading out 26 letters of the alphabet; understanding simple spelling rules; knowing the word with accent, sentence with stress; learning English pronunciation including linking, rhythm, pauses, intonation and so on. And based on the critical period of language acquisition theory and the viewpoint that Children can get the pure pronunciation of second language at a critical period, phonetic learning is the principal task in the primary English learning. The author makes some suggestions through surveying and reflecting on primary phonetic learning problems. The author makes a survey about phonetic learning in Shanxi Normal University Experiment Primary School. The author found that the importance of the phonetic learning in primary school is not valued; students phonetic learning initiative is not high; the teachers’ professional quality of phonetic should be improved and so on. Some suggestions are put forward: establishing the correct concept of the phonetic learning for pupils; using multi-sensory learning and imitation to improve pupils’ language learning initiative; developing reading English skills; improving teacher’ professional quality of phonetic. It is hoped that we can pay more attention to phonetic learning in primary school and provide more valued proposals through this research.
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Hidayati, Nuri, Asep Sunandar, and Rizqi Fajar Pradipta. "Phonetic Methods on The Early Reading Ability of Student with Intellectual Disability." Jurnal ORTOPEDAGOGIA 6, no. 2 (November 30, 2020): 72. http://dx.doi.org/10.17977/um031v6i22020p72-76.
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Abstract: Influence phonetic method the Early Reading Ability of Intellectual Student with a disability. The study aims to determine the influence of the phonetic method on the Early Reading Ability of Students with Intellectual a disability. The research is a quantitative research approach to Single Subject Research (SSR). The results of the study indicate that there is an influence on the phonetic method of the Early Reading Ability of Students with Intellectual Disability
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Elivanova, Mariya, and Valeria Semushina. "Sound-Color-Symbolic Perception of Poetic Texts by Synesthets." PSYCHOLINGUISTICS 27, no. 2 (April 12, 2020): 137–54. http://dx.doi.org/10.31470/2309-1797-2020-27-2-137-154.
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Introduction. The article is devoted to discussing complex synesthets’ capability of sound-colour-symbol analysis of poetic texts in order to investigate their perception depending on subconsciousness which activity manifests itself in the form of symbolic images of the unconscious (Jung, 1968).
Research methods. Synesthets were offered the text and the recording of R. L. Stivenson’s poem “The Land of Counterpane” in original and variants of its translation by V. Brjusov and О. Mandelstam (the last one with recording). The tasks were as follws: to read aloud or to listen to the poems trying not to take into account meaning of words, to describe the colour of the texts depending on sound/letter frequency and to report us their image-symbol associations based on sound-colour of the texts. These data were analyzed from the point of view of Jung’s depth analytical psychology and psychology of colour.
Results and their discussion. Sound-colour analysis executed by respondents show that their perception of sound frequency differs depending on individual peculiarities of synesthesia. Synesthets’ spontaneous incidental image-symbol associated with sound and colour of the same poems have a tendency to be different in most cases and rarely coincide. Various metaphoric images can have close symbolic meaning determined by poet’s primary motivation with help of phonetic means of language expression. Received data show that synesthets’ perception depends on the language, the text is written in, and emotionality/inemotionality (characteristic feature offered by one respondent) of reader’s manner of reciting in the recording. Image symbols evoked while reading and listening to English and Russian texts can be the same in case the tested person regards the translation more successful.
Conclusion. Image symbols associated by complex synesthts with sound and colour of poetic texts appear in the subconscious on the ground of synesthemia (co-sensation and co-emotion). Sound-colour-symbol perception is determined by individual peculiarities of synesthesia and synesthets’ personal experience.
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Usatenko, Tamara, Galyna Usatenko, and Myroslava Marushchenko. "«GRAMMAR» OF PANTELEIMON KULISH IN THE CONTEXT OF UKRAINIAN WRITING." Almanac of Ukrainian Studies, no. 25 (2019): 120–27. http://dx.doi.org/10.17721/2520-2626/2019.25.19.
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The article is devoted to the defining of the phenomena of Ukrainian cultural movement of the 19th century, when under conditions of comprehensive Russification of the Ukrainian community and the influence of the Church Slavonic language as well as of complete lack of education in the native language, the processes of creation of the Ukrainian literary language took place. The new Ukrainian spelling was established, the struggle for teaching in schools in the Ukrainian language was intensified, various styles, and lot of genres of literature in the native language were developed. These searches and comprehension by advanced representatives of political, cultural and social life are considered. It is determined that the spirit of romanticism, European revolutions, the abolition of serfdom, scientific and industrial shifts gave birth to a galaxy of unique Ukrainian thinkers, scientific societies, writers, etc. Among them, Panteleimon Oleksandrovich Kulish (1819-1997) was a significant person due to his energy, ability to organize a business, multifaceted talent, profound knowledge. One of the resonance works of the diverse creative heritage P.O. Kulisha is studied in the article, that is a book for initial education in native language − the "Grammar" of the Ukrainian language, which was highly appreciated by T. Shevchenko. Its structure, the content of each part, the pedagogical role as well as the concept of the author, manifested in its preface and the final part were described. The study emphasizes that in the processes of creating a new literary Ukrainian language, its spelling, writing textbooks, grammars in Ukrainian for initials education, two periods are noticeable: the first one – the 20-30th years of the 19th century, when the problems of the necessity of a new literary language arose, the new literature, preservation of the ethnographic, folklore heritage of the people, the second one – the 40-60th-years was the period of active participation of a new generation of Ukrainian thinkers in the development of the Ukrainian literary language, the creation of new spelling, new literature for primary education in native Ukrainian language. The role of "Grammar" in the formation of a new Ukrainian literary language and its phonetic spelling, in the formation of education in the Ukrainian language, the creation of textbooks in the Ukrainian literary language, and the development of Ukrainian writing are underlined. The emphasis was also put on the introduction of the author's, phonetic spelling, the so-called "Kulishivka" in the "Grammar", which is the basis of the modern Ukrainian spelling. Despite the prohibition of "Valuevsky (1863)" and "Yamsky (1876)" decrees, books and newspapers, although very limited were published in Ukrainian. The article also highlights the following discourses: the role of "Grammar" wrote by P. Kulish (the theory and practice of creating a Ukrainian literary language, the new Ukrainian spelling, which caused the intensification of imperial repressions) and its contemporary significance for the new Ukrainian space of ideas, meanings, communication, methods of publications in the Ukrainian language, as well as some grammatical factors of the theory or history of writing: the language of sound - the language of the book: thinking - writing, writing - thinking; sound - letter, letter - sound; "science of reading" - writing, etc. Comparison of discourses contributes to the conclusion that the development of the living language, sound of language during writing has been improved so complex and multifaceted in the 19th century that passed later in the 20th century, and even in the 21st century remain controversial, as evidenced by the lengthy discussion of the “Project of the New Ukrainian spelling”.
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Taufik, Taufik, Suwarsi Suminto, Rahimah Ibrahim, and Haslinda Abdullah. "Learning through Play: Improving the Reading Skills through the Joyful Phonetics of Pre-School Children." Open Psychology Journal 12, no. 1 (September 30, 2019): 188–96. http://dx.doi.org/10.2174/1874350101912010188.
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Objective: This study examined the role of a joyful phonetic method to improve reading skills of pre-school children in Indonesia. Materials and Methods: Forty-seven pre-school children of age 4-5 years are involved in the study. Two criteria were used to select the participants of the study. Criteria included “they could not read” and “had never read”. The Solomon three groups design was used to test the effectiveness of the treatment. There were one intervention group and two control groups. One of the control groups received the treatment and another one did not. Treatment included joyful learning so that participants did not realise that they were actually learning. Results: According to data analysis, (1) joyful phonetic improved the reading skills of the experimental group more than the control group 1 and (2) the joyful phonetic improved the reading skills of the control group 2 more than the control group 1. Moreover, it was found that the phonetic, which had been given in the joyful condition, affects the improvement of the reading skills of pre-school children. Conclusion: The implication of the study is that the pre-school children would be more focused on the learning if the method has been conducted in a playing nature. Furthermore, pre-school children should be taught to read as they tend to begin their schooling.
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Byrd, Dani. "Palatogram Reading as a Phonetic Skill: a Short Tutorial." Journal of the International Phonetic Association 23, no. 2 (December 1993): 59–72. http://dx.doi.org/10.1017/s0025100300004862.
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Dynamic electropalatography (EPG) (also known as dynamic palatography or palatometry) is a system for recording information about the tongue's contact with the hard palate over time. It is relatively inexpensive and technologically accessible. EPG is safe, provides spatial information on the shape of constriction contact, and allows the collection of reasonable acoustic data. Multiple sessions with a subject are possible and replicable. For these reasons, this method may be of interest to phoneticians. The purpose of this note is to serve as an introduction to interpreting palatograms. Much in the same way that phonetics students learn to read spectrograms, reading palatograms is a skill which can be honed by practice and experience. And just as looking at spectrograms of an unknown utterance can develop increased sensitivity to acoustic facts, reading palatograms can enhance awareness of details of articulation.
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Byrd, Dani. "Palatogram Reading as a Phonetic Skill: a Short Tutorial." Journal of the International Phonetic Association 24, no. 1 (June 1994): 21–34. http://dx.doi.org/10.1017/s0025100300004989.
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Dynamic electropalatography (EPG) (also known as dynamic palatography or palatometry) is a system for recording information about the tongue's contact with the hard palate over time. It is relatively inexpensive and technologically accessible. EPG is safe, provides spatial information on the shape of constriction contact, and allows the collection of reasonable acoustic data. Multiple sessions with a subject are possible and replicable. For these reasons, this method may be of interest to phoneticians. The purpose of this note is to serve as an introduction to interpreting palatograms. Much in the same way that phonetics students learn to read spectrograms, reading palatograms is a skill which can be honed by practice and experience. and just as looking at spectrograms of an unknown utterance can develop increased sensitivity to acoustic facts, reading palatograms can enhance awareness of details of articulation.
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Moshurenko, Mariia, Stanislav Naumenko, Nataliia Ruda, Nataliia Siekina, and Kateryna Zhukova. "THE PECULIARITIES OF TEACHING AN IDEOGRAPHIC LANGUAGE. TEACHING READING IN CHINESE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 538. http://dx.doi.org/10.17770/sie2019vol3.3813.
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Reading plays an important role in the educational process, as it is one of the central spheres in communication in a foreign language. However, reading Chinese has its own peculiarities, because the method of writing differs from the phonetic languages. The paper is devoted to the teaching reading in Chinese for beginners, using the peculiarities of an ideographic language. The outlining of these peculiarities and the development of exercises, with the consideration of these peculiarities are relevant, because most of the methodological developments are devoted to the teaching of reading phonetic languages. The paper aims to determine the peculiarities of teaching reading in Chinese, which are caused by the ideographic character of the hieroglyphic writing. The developed system of exercises for teaching reading in the Chinese language for beginners is provided. The exercises enable learners to get acquainted with the hieroglyphic writing, to build a grapheme competence and to learn how to write any character.
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Evdokimova, Vera, Daniil Kocharov, and Pavel Skrelin. "Skrelin Method for Constructing Formants for Studying Phonetic Characteristics of Vowels." SPIIRAS Proceedings 19, no. 2 (April 23, 2020): 302–29. http://dx.doi.org/10.15622/sp.2020.19.2.3.
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This article presents the results of applying method for obtaining formant components of vowel phonemes for the corpus of professional reading in Russian. In this paper, a review of existing areas of development of methods for obtaining formant characteristics of vowels for different languages was made. A review was also made of the extent to which formant picture patterns are used in speech technologies and natural language processing. On the corpus of professional reading CORPRES, data was obtained on formant components for 351929 realizations of vowel phonemes on the material of 8 speakers. The data obtained are grouped in accordance with the symbols in the real transcription, which was performed by phoneticians within the framework of segmenting the corpus. The formant planes represent the distribution of allophones of vowels for all speakers according to the two first formants. The variability of formant characteristics in the corpus for pre-tonic and post-tonic allophones are presented for one male speaker. The article also presents the results testifying the difference between the rounded unstressed /i/ and /a/, which are perceived by both naive speakers and expert phoneticians as /u/. As an experimental material, the recordings of reading by one male announcer of specially selected sentences, which took into account various linguistic factors, were used. Analysis of the data of the formant components of these vowels showed that the values of the first formant of these vowels are close to the values of the stressed vowel /u/ for this speaker. The closure of these vowels corresponds to the closure of /u/. The second formant values in the vowels [u], which were to be realized as [i] and [a] are different. They are more advanced in comparison with /u/.
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Yee, Bee Choo, and Nursasniza Adilah Abd. Samad. "USE OF HAND GESTURES THROUGH DIGITAL VIDEO TO IMPROVE PHONEMIC AWARENESS AMONG YEAR 2 PUPILS." Journal of English Education 4, no. 1 (June 20, 2019): 38–47. http://dx.doi.org/10.31327/jee.v4i1.899.
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Pupils need phonemic awareness so that they have the ability to manipulate the individual sounds in words. However, they sometimes focused more on reading comprehension rather than recognizing the letter sounds which build the words for reading. This action research was designed to improve the pupils’ phonemic awareness by using hand gestures through digital video and it involved three cycles. The participants involved were 24 Year 2 pupils from one of the primary schools in Malaysia. Three different data collection methods used were tests, pupils’ work and observation. The findings showed there was an improvement of mean scores from 40% in Test 1 to 91% in Test 2. The pupils’ oral exercises also improved from 52.14% to 96.07%. The results from the observation checklist and notes also showed they became more aware in learning English through their increased communication and active participation in the lesson. This shows that the technique was able to help pupils to learn and remember the sounds of phonemes as they could read the words correctly. It is suggested to carry out further research to develop the pupils’ skills in phonemic awareness through body movements in addition to hand gestures.
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Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.
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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.
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González-Valenzuela, María-José, Dolores López-Montiel, Olga Cazorla-Granados, and Ernesto-Santiago González-Mesa. "Learning Disabilities in Reading and Writing and Type of Delivery in Twin Births." Children 8, no. 10 (September 23, 2021): 834. http://dx.doi.org/10.3390/children8100834.
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The aim of this study was to analyse the relationship between the type of delivery (vaginal or caesarean), as a risk factor, and the likelihood of having learning disabilities in reading (reading accuracy) and writing (phonetic and visual orthography), controlling for the interaction and/or confounding effect of gestational, obstetric, and neonatal variables (maternal age at delivery, gestational age, foetal presentation, Apgar 1, and newborn weight) among six-year-old children born in twin births. In this retrospective cohort study, the exposed and non-exposed cohorts consisted of children born by caesarean section and vaginal delivery, respectively. A total of 124 children born in twin births were evaluated in year one of primary education. Intelligence was measured using the K-BIT test; reading and writing variables were evaluated using the Evalúa-1 battery of tests, and clinical records were used to measure gestational, obstetric, and neonatal variables. Binary logistic regressions applied to each dependent variable indicated that caesarean delivery is a possible independent risk factor for difficulties in reading accuracy and phonetic and visual orthography. Future research using larger samples of younger children is required to analyse the relationship between obstetric and neonatal variables and the different basic indicators of reading and writing.
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Wiss, Corrinne A., and Wendy Burnett. "The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers." Canadian Journal of School Psychology 4, no. 1 (January 1988): 61–70. http://dx.doi.org/10.1177/082957358800400106.
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The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.
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Tubele, Sarmite, and Kristine Serova. "IMPROVEMENT OF PHONOLOGICAL SKILLS – IMPROVEMENT OF READING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 157. http://dx.doi.org/10.17770/sie2020vol4.5117.
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The article “Improvement of Phonological Skills – Improvement of Reading” underlines the importance of phonological awareness in the development of reading skills. Several studies show that reading is a very complex skill that involves cognitive processes, intellect and other variables, but the key factor for the development of good reading skills is a good level of phonological awareness.Before the intervention a special material was created, which was systematically ordered according to the current level of each child’s phonological awareness abilities. Children were evaluated before and after the intervention.The aim of this research is to evaluate the possibility to develop good phonological analysis and synthesis skills for six to seven years old children with phonematic perception disorder.The research methods used in the study are the analysis of scientific literature, the gathering of primary data with specially designed evaluation material, the analysis of gathered primary data, and the observation of child’s performance during the training sessions.
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Trần, Trọng-Dương. "Analyzing graphic structure of phono-semantic characters: A Vietnamese method of teaching and learning Chinese characters." Journal of Chinese Writing Systems 5, no. 2 (June 2021): 135–43. http://dx.doi.org/10.1177/2513850221945392.
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From the perspective of graphological structure, this article examines Vietnamese methods of teaching and learning Chinese characters by analyzing their phonetic and semantic elements. The selected sample for the survey is taken from characters collected from Thiều Chửu’s Dictionary of Chinese Script with Sino-Vietnamese Reading—the most useful dictionary in Vietnam in nearly 100 years. The resulting statistics reveal that, out of the 14,950 characters in this dictionary, there are 931 phonetic elements in which 455 are strong ones, producing 10–20 phono-semantic characters. This article argues that analyzing the relationship between the characters and their phonetic elements read in Sino-Vietnamese pronunciation is a good method for Vietnamese people to teach and learn Chinese characters. The method of learning Chinese characters has been applied in teaching Chinese characters for more than 1000 monks and nuns at the Vietnam Buddhist Academy in Hanoi. The experimental results show that students were able to improve their vocabulary very quickly, and could apply this to learning and teaching Chinese characters.
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Sujarno. "Phonetic Transcription Development in KBBI: The Study of Structural Linguistic." Britain International of Linguistics Arts and Education (BIoLAE) Journal 1, no. 2 (November 30, 2019): 242–52. http://dx.doi.org/10.33258/biolae.v1i2.91.
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This research aims to describe the development of The Great Dictionary of the Indonesian Language (abbreviated in English and Indonesian as KBBI) according to phonetic symbol. The data of this qualitative study is the development of KBBI covering phonetic symbol. This research used structural linguistics theory. Specially, the theory includes phonetic symbol. The method of this research is descriptive qualitative research. The data were taken from KBBI I up to KBBI IV which were collected through analysis and documentation from 2013 until 2015. As for the data analysis technique, this study used content technique analysis (reading the data source, comparing, analyzing, interpreting, assigning, and concluding). The result of the study of the development of Kamus Besar Bahasa Indonesia based on phonetic symbol showed no development, because in KBBI I until KBBI IV there is only sound development [é]. Structurally in KBBI I until KBBI IV not showed the realization of phonetic symbolThis study provides suggestions for experts compiling the dictionary content, educational institutions’ leaders (school headmasters, Rectors, Head and Director of Institutions), head of libraries, teachers or lecturers, and dictionary users.
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KOÇ, Raşit. "The Methods Of Teaching Reading And Writing In Turkish: Practice The Phonetic Based Method." Journal of Turkish Studies Volume 7 Issue 4-II, no. 7 (2012): 2259–68. http://dx.doi.org/10.7827/turkishstudies.4112.
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Butler, Kevin. "A Hypothesis of Reading Instruction as a Cause of Dyslexia." Journal of Education and Learning 11, no. 2 (January 21, 2022): 54. http://dx.doi.org/10.5539/jel.v11n2p54.
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Dyslexia is a reading disability affecting a large number of people worldwide. People with dyslexia have at least normal levels of intelligence, yet they nevertheless have significant difficulties with reading. Dyslexia is known to have genetic causes; however, some researchers believe that there are also environmental factors at play. Specifically, the way in which a child is taught to read can possibly influence whether or not that child ultimately ends up with dyslexia or other reading difficulties. This paper presents the hypothesis that the way a child is taught to read can be a major factor in the development of dyslexia. There has been speculation about this idea in previous literature, but that speculation has been based only on anecdotes and case studies; empirical research is added in this paper. This hypothesis is based on research showing that certain approaches to teaching reading can induce difficulties with phonetic skills (in other words, difficulty associating written letters with spoken sounds in a language that uses an alphabetic writing system) and fMRI-measurable brain patterns matching those of people with dyslexia. Additionally relevant is that those approaches are widespread in the English-speaking world—most specifically in the United States. Reading difficulties not related to phonetic skills would not be implicated in this hypothesis. The literature justifying this hypothesis is discussed, as well as the challenges to the hypothesis and a way that it can be tested. The importance of proposing this hypothesis is that if flawed reading instruction is indeed one primary cause of dyslexia, then reform in elementary schools is vital.
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Purba, Damitra Paolo, Meilia Novianty Bangun, Enda Putri Pramana, Rudi Martono Jaya Sinaga, and Sri Ninta Tarigan. "An Analysis Students’ Vowel in Pronunciation." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 29, 2019): 180–88. http://dx.doi.org/10.31539/leea.v3i1.998.
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This research aimed to find out the pronunciation correctly and incorrectly made by the eighth grade at SMP Swasta Puteri Sion in terms of vowels sound. The method of the research is a case study in the form of qualitative research method. The total samples of this research are 22 students. There are 36 vowels sound which include in the dialogue that will be analyzed by the researcher. The research result showed that 19 words incorrectly pronounced by the students with percentage 53% and 17 words are correctly pronounced by students with percentage 47%. The students could not pronounce the phonetic symbols correctly, they will pronounce well only as long as the words are familiar for them. In this case, the students need to more learn and read about phonetic symbol at the school and outside the school. In relation to this, encourage the students need to more learn and read about phonetic symbol at the school and outside the school by listening English music, reading a English novel and watching English movie to improve their skill in pronunciation.
Keyword: pronunciation, vowels
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ÜNAL GEZER, Melike. "Turkey’s Primary English-as-a-foreign Language (EFL) Coursebooks: An Investigation of Emergent Literacy Tasks." Cukurova University Faculty of Education Journal 51, no. 1 (April 27, 2022): 220–36. http://dx.doi.org/10.14812/cuefd.982901.
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Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and some literacy practices at upper grade levels. Successful emergent literacy development in English highly depends on young language learners’ phonological (e.g. alliteration, rhyme), phonemic (i.e. sound manipulation), and orthographic awareness (i.e. spelling conventions) in English. The present study investigates to what extent Turkey’s locally-designed primary EFL coursebooks—used in 2018-2021 academic period—cater to the early literacy needs of young learners at grades two, three, and four. The study explores early literacy content in coursebooks in a mixed-methods design: qualitatively with the descriptive content analysis and quantitatively with the frequency of early literacy constructs. The results of those analyses reveal primary English coursebooks do not promote a linguistically sound and pedagogically appropriate integration of literacy skills according to principles of second language (L2) literacy acquisition at primary levels. Turkey’s misaligned early English literacy curriculum, in its current state, sends alarming messages to foreign language policy-makers, material designers, and EFL educators.
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Lester, Rosemary A., and Jeannette D. Hoit. "Nasal and Oral Inspiration During Natural Speech Breathing." Journal of Speech, Language, and Hearing Research 57, no. 3 (June 2014): 734–42. http://dx.doi.org/10.1044/1092-4388(2013/13-0096).
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Purpose The purpose of this study was to determine the typical pattern for inspiration during speech breathing in healthy adults, as well as the factors that might influence it. Method Ten healthy adults, 18–45 years of age, performed a variety of speaking tasks while nasal ram pressure, audio, and video recordings were obtained. Inspirations were categorized as nasal-only, oral-only, simultaneous nasal and oral, or alternating nasal and oral inspiration. The method was validated using nasal airflow, oral airflow, audio, and video recordings for 2 participants. Results The predominant pattern was simultaneous nasal and oral inspirations for all speaking tasks. This pattern was not affected either by the nature of the speaking task or by the phonetic context surrounding the inspiration. The validation procedure confirmed that nearly all inspirations during counting and paragraph reading were simultaneous nasal and oral inspirations, whereas for sentence reading, the predominant pattern was alternating nasal and oral inspirations across the 3 phonetic contexts. Conclusions Healthy adults inspire through both the nose and mouth during natural speech breathing. This pattern of inspiration is likely beneficial in reducing pathway resistance while preserving some of the benefits of nasal breathing.
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Xu, Yidan. "Stratified Teaching Method of English Picture Book Reading in Primary Schools." Journal of Contemporary Educational Research 5, no. 9 (September 30, 2021): 103–8. http://dx.doi.org/10.26689/jcer.v5i9.2564.
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With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.
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Rohana. "Method Improving Reading Comprehension In Primary Education Program Students." Journal of Physics: Conference Series 954 (January 2018): 012027. http://dx.doi.org/10.1088/1742-6596/954/1/012027.
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Hogan, Tiffany P., Hugh W. Catts, and Todd D. Little. "The Relationship Between Phonological Awareness and Reading." Language, Speech, and Hearing Services in Schools 36, no. 4 (October 2005): 285–93. http://dx.doi.org/10.1044/0161-1461(2005/029).
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Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.
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Amrulloh, Muhammad Afif, and Haliyatul Hasanah. "Analisis Kesalahan Fonologis Membaca Teks Bahasa Arab Siswa Madrasah Tsanawiyah Lampung Selatan." Arabiyatuna : Jurnal Bahasa Arab 3, no. 2 (November 13, 2019): 209. http://dx.doi.org/10.29240/jba.v3i2.815.
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This study aims to find and reduce the location of errors in learning Arabic in the aspect of reciting Arabic letters (makhorijul letters) with the error analysis method. Focus more specifically on the phonetic aspect, namely on letters that sound like sounds. In addition, this study also aims to determine the forms of errors in reading Arabic texts in the phonological level (phonetic / makhroj aspects). This type of research is a qualitative study, conducted at MTs. Raudlatul Jannah Natar, South Lampung. Understanding the study of how to pronounce or sound Arabic letters is very important in learning Arabic to avoid pronunciation errors, so it does not hamper the learning process. The results of this study indicate that the forms of phonological errors that often occur when reading Arabic text activities are errors in sound in terms of articulation factors including among them: 1) apico-dental-alveolar sound. 2) Inter-dental sound. 3) Foronto-palatal sounds. 4) Dorso-uvular sound. 5) Dorso-velar sound. 6) Sound of avico-alveolars. 7) The sound of root-pharyngeals. The sound error in terms of aspects of articulation that is in: 1) fricative sound. 2) pop sound.
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Utianski, Rene L., Peter R. Martin, Holly Hanley, Joseph R. Duffy, Hugo Botha, Heather M. Clark, Jennifer L. Whitwell, and Keith A. Josephs. "A Longitudinal Evaluation of Speech Rate in Primary Progressive Apraxia of Speech." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 392–404. http://dx.doi.org/10.1044/2020_jslhr-20-00253.
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Purpose Individuals with primary progressive apraxia of speech (PPAOS) have apraxia of speech (AOS) in which disruptions in articulation or prosody predominate the speech pattern, referred to, respectively, as phonetic or prosodic subtypes. Many develop aphasia and/or dysarthria. Past research has demonstrated that simple temporal acoustic measures are sensitive to the presence of AOS. The aim of this study was to describe the change in temporal acoustic measures over time and assess if specific patterns of AOS or co-occurring aphasia or dysarthria impact the rate of change over time. Method Durations for multiple productions of the words cat , catnip , catapult , and catastrophe , in an imitative speech task, were recorded for 73 patients, with two to six visits each. A linear mixed-effects model was used to assess the cross-sectional differences and longitudinal influence of AOS subtype and presence of aphasia/dysarthria on speech rate. Pearson correlations were calculated between rate measures and performance on other clinical measures. Results Cross-sectionally, patients with prosodic-predominant PPAOS produced words more slowly than those with phonetic-predominant PPAOS. Patients with either aphasia or dysarthria produced words more slowly than those without. Longitudinally, the speech rate of patients with phonetic-predominant PPAOS had a reduction of 0.5 syllables per second per year. Patients with prosodic-predominant AOS changed less quickly, as did those who developed aphasia. Dysarthria did not impact rate of change. There were strong associations between speech rate measures and other clinical indices of speech and language functioning. Conclusion Simple temporal acoustic measures may reflect the subtype of AOS (phonetic or prosodic predominant), serve as an index of progression of AOS, and inform prognostication relative to the presenting combination of speech and language features. Supplemental Material https://doi.org/10.23641/asha.13564724
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Akynbekova, A. "Chagatai Writing Used by Kyrgyz in the XIX Century (Based on the Manuscripts by Poet Moldo Niyaz)." Bulletin of Science and Practice 6, no. 3 (March 15, 2020): 599–603. http://dx.doi.org/10.33619/2414-2948/52/72.
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This article were noted investigates the features of Chagatai writing, used as in most Turkic peoples of Central Asia, in business papers, letters, manuscripts of the pre-revolutionary period, on the examples of the manuscript of the famous representative of the writing akyns of Moldo Niyaz in XIX–XX century. As a result, was written some difficulties at reading the manuscript of Chagatai language. Thus, it is concluded that despite the difficulties in reading the manuscript and shortcomings that cannot reveal the phonetic features of the Kyrgyz language, Chagatai language has played a significant role in the development of culture, the emergence of the primary sources of our history, culture, literature and language of our time, the revival of the great heritage of great personalities. In relation to this issue, were taken different opinions and critical views of scientists.
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Priyanto, Agung. "TEACHING PRONUNCIATION BY WRITING PHONETIC SYMBOLS FOR PRONUNCIATION 1 CLASS (A CASE STUDY AT THE EMINENCE ENGLISH COURSE)." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 2 (July 29, 2020): 9. http://dx.doi.org/10.32503/proficiency.v2i2.1405.
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The aim of this study is to describe the process of teaching pronunciation by writing phonetic symbols at The Eminence English Course Pare. Those are including of: the process of teaching pronunciation by writing phonetic symbols at The Eminence, the students’ response toward the process of teaching pronunciation, and tutor solution of the problems which are faced by students. Qualitative was selected as a research approach; observation was used to collect some information about pronunciation program. The instrument used for collecting documents which is related to pronunciation program was documentation, it was kind of module book. The questionnaire was used to get students’ perception in teaching learning process at pronunciation program. The result of this study showed that the process of teaching phonetic symbols at The Eminence had been supported by syllabus and lesson plan although it was not written yet structurally, the material was taken from module book, the media is using whiteboard, speaker, and Oxford dictionary. The method which was used was direct or natural method, the technique which was applied in the class was reading aloud technique. The evaluation of this program was taken on Sunday at the second week by giving written test. From the result about the students’ perception was known that students had problems in pronunciation. It is word connection. Tutor solves this problem by giving word connection material.
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Carpio-Brenes, María De los Ángeles. "Adquisición de la lectura experta en estudiantes costarricenses mediante las estrategias pictofónicas." Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.8.
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The following article describes the results of a study carried out in Costa Rica in 2011 with the objective of confirming the acquisition of reading expertise in second grade students who were taught to read with Pictophonic Strategies for two years, in comparison with other students who used the Eclectic Method during the same period of time. Reading expertise is understood as the use of two necessary procedures to decode words: the lexical route for the acknowledgment of known words, and the sub-lexical route for unknown words. An experimental pre-post design study was carried out with a control group, using the letter recognition test of the LEE Test at the beginning of the 2010 school year; and, at the end of the 2011 school year, the phonetic segmentation, word and pseudo-word reading tests were implemented. The significant differences between both methods point towards Pictophonic Strategies as a proposal that develops experienced reading.
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Francisco, Ana A., Alexandra Jesse, Margriet A. Groen, and James M. McQueen. "A General Audiovisual Temporal Processing Deficit in Adult Readers With Dyslexia." Journal of Speech, Language, and Hearing Research 60, no. 1 (January 2017): 144–58. http://dx.doi.org/10.1044/2016_jslhr-h-15-0375.
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Purpose Because reading is an audiovisual process, reading impairment may reflect an audiovisual processing deficit. The aim of the present study was to test the existence and scope of such a deficit in adult readers with dyslexia. Method We tested 39 typical readers and 51 adult readers with dyslexia on their sensitivity to the simultaneity of audiovisual speech and nonspeech stimuli, their time window of audiovisual integration for speech (using incongruent /aCa/ syllables), and their audiovisual perception of phonetic categories. Results Adult readers with dyslexia showed less sensitivity to audiovisual simultaneity than typical readers for both speech and nonspeech events. We found no differences between readers with dyslexia and typical readers in the temporal window of integration for audiovisual speech or in the audiovisual perception of phonetic categories. Conclusions The results suggest an audiovisual temporal deficit in dyslexia that is not specific to speech-related events. But the differences found for audiovisual temporal sensitivity did not translate into a deficit in audiovisual speech perception. Hence, there seems to be a hiatus between simultaneity judgment and perception, suggesting a multisensory system that uses different mechanisms across tasks. Alternatively, it is possible that the audiovisual deficit in dyslexia is only observable when explicit judgments about audiovisual simultaneity are required.
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Supriadi, Udin, Saepul Anwar, and Usup Romli. "TRAINING OF BILHIKMAH QURAN READING METHOD FOR ISLAMIC PRIMARY TEACHERS." TARBAWY : Indonesian Journal of Islamic Education 7, no. 2 (November 27, 2020): 210–18. http://dx.doi.org/10.17509/t.v7i2.29722.
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Abstract. Every Muslim is encouraged to be able to read Quran. Therefore, it become the main purpose on the conduction of Islamic education, starting from primary level. Realistically, only 30% students were able to meet the objective. One of the factors is due to the inappropriate learning method being used. In this case, Bilhikmah is introduced as a method to learn Quran shortly which has been effectively proved. The training aimed to provide the Islamic primary teachers with adequate knowledge of Bilhikmah method. The considered target in this study is 75% from 40 teachers would be able to implement Bilhikmah method. However, the training involved various methods such as presentation performance, question and asking session, practice, as well as small group and individual mentorship. The result shows that all participated target (100%) succeed to comprehend the three volumes of Bilhikmah book, while practical tajweed book is mastered by 75% participants. Furthermore, the training participants are then applied Bilhikmah method on Quran learning process in their own schools.Abstrak. Setiap Muslim dituntut untuk bisa membaca Al-Quran. Karena itu salah satu tujuan Pendidikan Agama Islam (PAI) di Sekolah Dasar agar para bisa membaca Al-Quran. Realitasnya hanya sekitar 30% siswa yang berhasil meraih tujuan pendidikan ini. Salah satu penyebabnya, keliru menerapkan metode pembelajaran. Bilhikmah merupakan metode cepat membaca Al-Quran yang terbukti efektif. Kegiatan pelatihan ini bertujuan membekalkan metode Bilhikmah kepada para guru PAI SD. Targetnya 75% dari 40 GURU mampu mengimplementasikan metode Bilhikmah. Pelatihan menggunakan beragam metode, yakni: presentasi, tanya-jawab, demonstrasi, praktek, bimbingan kelompok kecil, dan bimbingan individual. Hasil pelatihan hampir seluruh peserta (100%) berhasil menguasai buku Bilhikmah 1, 2, dan 3, sedangkan buku tajwid praktis dikuasai oleh 75% peserta. Mereka pun kemudian mengimplementasikan metode Bilhikmah dalam pengajaran membaca Al-Quran di sekolah masing-masing.
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Hidayatullah, M. Hilmy, Annisa Kurniaasri, Ismil Asiffin, and Sirrul Bari. "The Effectiveness of Mind Mapping Phonetic Symbol Media to Eliminate The Confusion of Pronunciation." JOEY: Journal of English Ibrahimy 1, no. 2 (August 16, 2022): 56–66. http://dx.doi.org/10.35316/joey.2022.v1i2.56-66.
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Pronunciation was one of difficult skill, it made many people confused. This research aimed to determine a solution by using mind mapping phonetic symbol media to eliminate the confusion of pronunciation. The content of mind mapping showed the part of phonetic symbol to study the sound of words. It has helped the understanding of some difference sounds. This research used quantitative true-experimental method by pre-posttest control group design. The tests carried out are validity, reliability, descriptive analysis, and t-test. Subject of this research is 30, it was divided 15 students for experiment group and 15 control group. The sample was taken by using random sampling and applied Slovin formula. While, the data was obtained by using reading test. The value of descriptive analysis there was a raising value which can be seen from mean post-test experiment group 72 it was higher than control group 36.6. And also, the quarrel of normal gain between experiment group and control group showed 75%>28.57%, 3 students from experiment group than a student of control group. Furthermore, the value of t-test was there was an influence to eliminate the confusion of pronunciation by using mind mapping phonetic symbol, it can be seen from the trials that have been tested in SPSS obtaining a t-count value of 8,290 > 1,7, it can be said that H0 is rejected and Ha accepted which it means that There is an influence of mind mapping phonetic symbol media (X) to eliminate the confusion of pronunciation (Y).
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Semenova, Evgeniya A. "General and speech development of preschool children as a basis for teaching initial reading." Tambov University Review. Series: Humanities, no. 193 (2021): 149–56. http://dx.doi.org/10.20310/1810-0201-2021-26-193-149-156.
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According to the Federal State Educational Standard, the content of the educational program of preschool education should ensure the general and speech development of preschoolers. In connection with the requirement of the named document and the data of pedagogical science, the need for the development of coherent speech, vocabulary, the grammatical side of speech, the education of the sound culture of oral speech and other aspects of the general and speech development of children in the period of preparation for school is substantiated. Referring to the works of classical and modern methodic science, the researcher correlates the process of speech development of preschool children with the development of the motivational, cognitive, emotional-volitional sphere of the personality. The named areas of speech and general develop-ment of preschool children contribute to their preparation for learning to read in elementary school. The urgent problem of ensuring the continuity of preschool and primary education in the issue of teaching preschoolers and primary schoolchildren in initial reading is posed. The possibili-ties of using various methods of teaching initial reading, depending on the writing system, are ana-lyzed. Conclusions on the problem under study are associated with the development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, with the skills of sound analysis and synthesis. The novelty of the research is the idea of the possibility of special training and teaching older preschoolers to initial reading based on the development of a value attitude to language and speech during preschool childhood, on the basis of psychological and pedagogical diagnostics. Arguments in favor of preschool reading teaching are associated with sufficient general and verbal development of modern children.
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Kreslavskaya, T. "Formation of Readership and Creative Development of Primary School Children Based on the Discrete Reading Method." Primary Education 8, no. 2 (April 20, 2020): 10–13. http://dx.doi.org/10.12737/1998-0728-2020-10-13.
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The article discusses the method of discrete reading in literary reading lessons in primary school as an effective means of shaping readership, the ability to analyze the information contained in the texts, and the development of children’s creative abilities. The characteristic of the content and technology of discrete reading at the first stage of the development of reading activity by students of the first or second grades is given: intermittent reading; separate reading; fractional reading. The rules for implementing discrete reading are presented: “Imagine, Relive, Understand what you read.” The methodology of teacher guidance for schoolchildren performing creative tasks, features of the teacher’s work, which organizes creative interpretations of literary works in the form of illustrations, dramatization, retelling of the text with its optional addition-continuation, theatricalization, and staging games, are disclosed.
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Min, Yu, Chao Li, and Xin Wang. "COMPUTER BASED ENGLISH SPEAKING TEST BASED ON ARTIFICAL NEURAL NETWORK." Computer Science & IT Research Journal 1, no. 1 (April 18, 2020): 29–36. http://dx.doi.org/10.51594/csitrj.v1i1.132.
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English testing is a most common test conducted around the world for evaluating an individual’s English capabilities in mostly reading, writing, speaking, and listening domain. With increased cost and higher subjective assessment attached in some tests, there is required to change the test from traditional method to computer based. In this study, a proposed method for conducting speaking test for English based on objective assessment method. The proposed system is able to identify different dialects based on unit analysis of syllable along with phonetic errors. The proposed system is based on pronunciation parameters and neural network for evaluation purpose. The PSO algorithm is used for training the artificial neural network. The experiment result conducted for validating the proposed system shows promising performance
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Garadaghli, Vugar. "Vocalic inflection in the warsh transmission (compared to the hafs transmission)." LAPLAGE EM REVISTA 7, no. 3B (September 24, 2021): 481–94. http://dx.doi.org/10.24115/s2446-6220202173b1578p.481-494.
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This article analyzes the differences in the vocalic inflection observed between Ḥafṣ transmission of ‘Āṣim’s reading and Warsh’s transmission of Nāfi‘’s reading of the Qur’ān, the latter of which is the most widespread in the Islamic world. The aim is also to determine whether the majority are morphologically based; to get acquainted with the research and to analyze the issues of interest, and to ensure that new scientific findings can be brought to the attention of the scientific community. The author’s analysis, based on the comparative method of the phenomena of vocal inflection, especially in the transmission of Warsh, which is less familiar to a wide audience, has special scientific and practical significance. Comments are made on previously expressed considerations regarding the problem, and an attempt is made to overestimate the phonetic phenomena and make an appropriate assessment.
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Bjorn, Genevive A., Laura Quaynor, and Adam J. Burgasser. "Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature." Impacting Education: Journal on Transforming Professional Practice 7, no. 1 (January 14, 2022): 47–58. http://dx.doi.org/10.5195/ie.2022.237.
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Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. However, developing efficacy in synthesis skills as an academic writer is a culturally and cognitively demanding process that occurs over many years, requires abstraction, and draws upon critical reading skills. Doctoral reading is an invisible part of training, despite large reading loads in doctoral coursework. Further, reading, writing, and researching skills are co-constructed at the doctoral level as previously described by Kwan (2008). The purpose of this essay is to describe how the primary author used her experience as an EdD student, science teacher, and writer to develop a method that addresses doctoral reading challenges. The novel method described here combines categorical reading strategies with social collaborative annotation (SCA). This method centers on active, categorial reading to deconstruct arguments in the primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which can serve as a critical reading pedagogy in existing courses, reading clubs, and seminars. Combining CERIC with SCA tools—ranging from homemade variations of Google Suite to purposeful annotation software, such as Hypothes.is.—can support an efficient doctoral reading process. This essay illustrates several worked examples and explores how this process supports retrieval, engagement, collaboration, inclusion, and community, particularly in online learning environments. Significant implications of this work are to make hidden reading expectations explicit and transform professor-centered transmission models of learning to student-centered sociocultural models of learning. The essay proposes next steps for testing the approach's effectiveness in online doctoral learning.
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Cosentino, Gianluca. "Die Integration prosodischen und syntaktischen Wissens bei der Ermittlung der Textkohärenz im schriftlichen Textverstehen." Linguistik Online 117, no. 5 (December 9, 2022): 23–47. http://dx.doi.org/10.13092/lo.117.9041.
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Reading is a highly complex cognitive process. From a neurobiological point of view, it involves at least six linguistic sub-competences including orthographic, semantic, syntactic, phonetic and prosodic competence. Each of these skills is required of the reader to extract different types of information from the text, ranging from the perceptual and the syntactic to the lexical and pragmasemantic one. Based on the main results of cognitive-oriented research on text and reading, this paper illustrates how prosodic competence, combined with formal coherence patterns, can be considered and employed as a reading strategy, enabling the reader to progressively grasp the meanings of a text. In the first part particular attention will be paid to the description of the syntax-prosody interface as well as of its function as a means of encoding of information structure in German. With regard to the teaching of German as a foreign language, the second part of the paper will present a method to train intonational reading. This approach aims to raise foreign language readers’ awareness of prosodic features of written texts and to introduce them to melodic patterns which can be encountered while reading. Such a practical training may prove to be advantageous, as the most typical and apparently “uncorrectable” errors committed by foreign language learners when speaking and reading German texts are almost always related to the domains of phonology and prosody.
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Tandean, Diana. "Metacognitive Strategies in Teaching Reading to Primary Students." Beyond Words 8, no. 2 (November 2020): 124–39. http://dx.doi.org/10.33508/bw.v8i2.2320.
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This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.
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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (March 1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.
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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experience and experience and training in managing reading difficulty. These teachers then provided information concerning the ability level, behavioural problems, perceived cause of reading difficulty, assessment, and adequacy of assistance for 303 Year 3 children whom they identified as having a reading difficulty. Results indicated that 42.7% of teachers predominantly used a whole language approach to teaching reading and that, by teacher definition, only 36.6% of children were receiving adequate assistance for their reading difficulty. Regression analysis showed that the factors most strongly associated with adequate assistance were a less severe level of reading difficulty, a higher level of support available within the school, and more children with reading difficulty in the class. The implications of these findings and other characteristics of the children with reading difficulties are discussed.
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Weirich, Melanie, and Adrian Simpson. "Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech." Journal of Speech, Language, and Hearing Research 62, no. 11 (November 22, 2019): 4001–14. http://dx.doi.org/10.1044/2019_jslhr-s-19-0047.
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Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.
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Carmon, Yehudith, Aryeh Wohl, and Shmuel Even-Zohar. "The Musical Notes Method for Initial Reading Acquisition." Journal of Cognitive Education and Psychology 7, no. 1 (January 2008): 81–100. http://dx.doi.org/10.1891/194589508787381935.
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A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.
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Mamatova, G. "Psychological Bases of a Method of Training to Reading in Primary School." Advanced Science Journal 2014, no. 10 (September 15, 2014): 99–101. http://dx.doi.org/10.15550/asj.2014.10.099.
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蒋, 聪慧. "Research on the Teaching Method of Chinese Deep Reading in Primary School." Creative Education Studies 10, no. 03 (2022): 404–8. http://dx.doi.org/10.12677/ces.2022.103068.
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