Ịmata ụdaolu

Mmetụta ụda bụ akụkụ nke mmata ụda nke ndị na-ege ntị nwere ike ịnụ, mata ma gbanwee ụda, obere akụkụ nke ụda nke na-enyere aka ịmata ọdịiche dị n'etiti akụkụ nke ihe ọ pụtara (morphemes). Ịkewa okwu a na-ekwu "nkịta" n'ime ụdaume atọ dị iche iche, <span about="#mwt21" class="IPA nowrap" data-cx="[{"adapted":true,"partial":false,"targetExists":true,"mandatoryTargetParams":[],"optionalTargetParams":[]}]" data-mw="{"parts":[{"template":{"target":{"wt":"IPA","href":"./Àtụ:IPA"},"params":{"1":{"wt":"/k/"}},"i":0}}]}" data-ve-no-generated-contents="true" id="mwDQ" lang="und-Latn-fonipa" title="Representation in the International Phonetic Alphabet (IPA)" typeof="mw:Transclusion">/k/</span>, <span about="#mwt22" class="IPA nowrap" data-cx="[{"adapted":true,"partial":false,"targetExists":true,"mandatoryTargetParams":[],"optionalTargetParams":[]}]" data-mw="{"parts":[{"template":{"target":{"wt":"IPA","href":"./Àtụ:IPA"},"params":{"1":{"wt":"/æ/"}},"i":0}}]}" data-ve-no-generated-contents="true" id="mwDw" lang="und-Latn-fonipa" title="Representation in the International Phonetic Alphabet (IPA)" typeof="mw:Transclusion">/æ/</span>, na <span about="#mwt23" class="IPA nowrap" data-cx="[{"adapted":true,"partial":false,"targetExists":true,"mandatoryTargetParams":[],"optionalTargetParams":[]}]" data-mw="{"parts":[{"template":{"target":{"wt":"IPA","href":"./Àtụ:IPA"},"params":{"1":{"wt":"/t/"}},"i":0}}]}" data-ve-no-generated-contents="true" id="mwEQ" lang="und-Latn-fonipa" title="Representation in the International Phonetic Alphabet (IPA)" typeof="mw:Transclusion">/t/</span>, chọrọ ịmara ụdaume. National Reading Panel achọpụtala na mmata fonemiki na-eme ka ọgụgụ okwu ụmụaka na nghọta ọgụgụ dị mma ma na-enyere ụmụaka aka ịmụta ịpị mkpụrụ. ^[1]Ịmata ụdaolu bụ ihe ndabere maka ịmụ ụdaolu.^[2]

A na-agbagwoju anya ịmara ụdaolu na ịmara ụda olu ebe ọ bụ na ha na-adabere na ibe ha. Ịmata ụdaolu bụ ikike ịnụ na ịchịkwa ụdaolu ọ bụla. Mmụta ụda na-agụnye ikike a, mana ọ na-agụnyekwa ikike ịnụ na ịchịkwa nnukwu ụda, dị ka mmalite na rims na mkpụrụedemede.

Mmetụta na mmepe ọgụgụ

Nnyocha nke Vickie Snider egosiwo na mmata fonemiki nwere njikọ kpọmkwem na ikike ụmụ akwụkwọ nwere ịgụ akwụkwọ ka ha na-etolite. Mmata ụdaolu na-ewu ntọala maka ụmụ akwụkwọ ịghọta iwu nke asụsụ Bekee. Nke a na-enye ohere ka nwa akwụkwọ ọ bụla tinye nkà ndị a n'ọrụ ma mee ka ọ dịkwuo mma ịgụ ihe na nghọta nke ederede. ^[3]E nwekwara ọmụmụ na-egosi nke a maka mmụta ụmụ akwụkwọ ịgụ n'asụsụ na-abụghị Bekee. ^[4]

Ntuziaka maka ịmara ụdaolu

Ịmata ụdaolu na-emetụta ikike ịmata ọdịiche na ịchịkwa ụda nke ọ bụla, dị ka /f/, /ʊ/, na /t/ n'ihe gbasara ụkwụ. Ihe ndị na-esonụ bụ nkà mmata phonemic a na-ahụkarị na ụmụ akwụkwọ:

Phoneme isolation: nke chọrọ ịmata ụda nke ọ bụla n'okwu, dịka ọmụmaatụ, "Gwa m ụda mbụ ị nụrụ na okwu ahụ" (/p/).
Phoneme njirimara: nke chọrọ ịmata ụda a na-ahụkarị n'okwu dị iche iche, dịka ọmụmaatụ, "Gwa m ụda nke bụ otu na igwe kwụ otu ebe, nwa okorobịa na mgbịrịgba" (/b/).
Mgbanwe foneme: nke mmadụ nwere ike ịgbanwe otu okwu (dị ka "nkịta") n'ime nke ọzọ (dị ka"okpu") site na dochie otu foneme (dị ka /h/) maka nke ọzọ (/k/). Mgbanwe ụda nwere ike ime maka ụda mbụ (cat-hat), ụda etiti (cat-cut) ma ọ bụ ụda njedebe (cat-cap).
Nchịkọta ọnụ: Onye nkuzi na-ekwu okwu, dịka ọmụmaatụ, "bọọlụ," na ụmụ akwụkwọ na-ekwu ụda nke ọ bụla, /b/, /ɔː/, na /l/.
Mgbakwunye ọnụ: Onye nkuzi na-ekwu ụda ọ bụla, dịka ọmụmaatụ, "/b/, /ɔː/, /l/" na ụmụ akwụkwọ na-azaghachi na okwu, "bọl".
Ihichapụ ụda: Onye nkuzi na-ekwu okwu, mee ka ụmụ akwụkwọ kwughachi ya, wee gwa ụmụ akwụkwọ ka ha kwughachi okwu ahụ n'enweghị ụda mbụ. Dịka ọmụmaatụ, onye nkuzi nwere ike ịsị "gbaa ugbu a kwuo 'akwụkwọ ego' na-enweghị /b/", nke ụmụ akwụkwọ kwesịrị iji "ọrịa" zaghachi.
Onset-rime manipulation: nke chọrọ ikewapụ, njirimara, nkewa, ngwakọta, ma ọ bụ ihichapụ mmalite (otu ụdaume ma ọ bụ ngwakọta nke na-esote ụdaume na ụdaume na-eso), dịka ọmụmaatụ, j-ump, st-op, str-ong.

E nwere ihe omume ndị ọzọ na-eme ka a mara ụda, dị ka dochie ụda, ebe a na-agwa ụmụ akwụkwọ ka ha jiri ụda ọzọ dochie otu ụda; mgbakwunye ụda, ebe ụmụ akwụkwọ na-agbakwunye ụda na okwu; na ịgbanwere ụda, ebe ndị ụmụ akwụkwọ na'usoro nke ụda. Ndị a dị mgbagwoju anya karị mana nyocha na-akwado ojiji nke atọ edepụtara n'elu, ọkachasị nkewa ọnụ na ngwakọta ọnụ.^[5]

Ndị na-amụ asụsụ Bekee

E gosipụtara ntụziaka Phonemic awareness (PA) iji kwado Bekee dị ka asụsụ nke abụọ na mmụta asụsụ mba ọzọ. Nnyocha Johnson na Tweedie (2010) tinyere ntụziaka PA kpọmkwem na ndị na-eto eto Bekee dị ka asụsụ mba ọzọ (EFL) na ime obodo Malaysia. Ụmụaka ndị e nyere ntụziaka PA kpọmkwem nwetara akara ule dị ukwuu karịa otu nchịkwa. PA mere ka ọ dịkwuo ngwa inweta agụmakwụkwọ na nkà mgbakọ na mwepụ dị mkpa n'okwu a. Nnyocha ahụ tụrụ aro na ntụziaka PA kpọmkwem nwere ike inye aka n'imechi oghere agụmakwụkwọ dị n'etiti ụmụaka nọ n'obodo ukwu na n'ime ime obodo.^[6]

Ndị okenye na-amụ asụsụ Bekee (ELLs) nwekwara ike irite uru site na ntụziaka PA kpọmkwem. Nnyocha nke ELLs na-asụ Arabic na mmemme Bekee maka ebumnuche agụmakwụkwọ (EAP) gosipụtara mmeri dị ukwuu na njirimara ụdaume ma melite akara ule C mgbe agụmakwụkwọ PA gasịrị, n'agbanyeghị nchegbu nke ndị nchọpụta na ELLs toro eto nwere ike ile ntụziaka PA anya dị ka ụzọ "nwatakịrị".^[7]

Hụkwa

Nsogbu nhazi nke ịnụ ihe
Phonics
Ịmata ụdaolu
Mkpịsị okwu ndị e ji emepụta
Spoonerism

Ihe odide

↑ Findings and Determinations of the National Reading Panel by Topic Areas. NICHD. Archived from the original on 2008-07-05.
↑ Critical Issues: The National Reading Panel. Reading Online. Archived from the original on 2015-07-09. Retrieved on 2023-10-27.
↑ Snider (1997). "The Relationship between Phonemic Awareness and Later Reading Achievement". The Journal of Educational Research 90 (4): 203–211. DOI:10.1080/00220671.1997.10544574.
↑ Wimmer (1991-09-01). "The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important" (in en). Cognition 40 (3): 219–249. DOI:10.1016/0010-0277(91)90026-Z. ISSN 0010-0277. PMID 1786676.
↑ Yopp. Developing Phonemic Awareness in Young Children. The Reading Teacher Vol. 45, No. 9, 1992 A Journal of the International Reading Association.
↑ Johnson (2010). "Could phonemic awareness instruction be (part of) the answer for young EFL learners? A report on the Early Literacy Project in Malaysia.". TESOL Quarterly 44 (4): 822–829. DOI:10.5054/tq.2010.238131.
↑ Tweedie (2015). "Direct phonemic awareness instruction as a means of improving academic text comprehension for adult English language learners.". Journal of Educational Thought 48 (1–2): 81–102.

Ịgụ ihe ọzọ

Adams (1998). Phonemic awareness in young children: a classroom curriculum. Baltimore: P.H. Brookes. ISBN 978-1-55766-321-4. OCLC 36942591.
Bursuck (2011). Teaching Reading to Students Who Are at Risk or Have Disabilities. Pearson. ISBN 978-0-13-705781-8.
Fox (2010). Phonics and Structural Analysis for the Teacher of Reading: Programmed for Self-Instruction. Pearson. ISBN 978-0-13-208094-1.
Kilpatrick (2015). Essentials of assessing, preventing, and overcoming reading difficulties. New Jersey: Wiley. ISBN 978-1118845240.
Kilpatrick (2016). Equipped for reading success : a comprehensive, step-by-step program for developing phoneme awareness and fluent word recognition, Reprinted with text corrections January, 2018, Casey & Kirsch Publishers. ISBN 978-0964690363.
Vinita Chhabra (2004). The voice of evidence in reading research. Baltimore: P.H. Brookes Pub. ISBN 978-1-55766-672-7. OCLC 53880243.

[1] Findings and Determinations of the National Reading Panel by Topic Areas. NICHD. Archived from the original on 2008-07-05.

[2] Critical Issues: The National Reading Panel. Reading Online. Archived from the original on 2015-07-09. Retrieved on 2023-10-27.

[3] Snider (1997). "The Relationship between Phonemic Awareness and Later Reading Achievement". The Journal of Educational Research 90 (4): 203–211. DOI:10.1080/00220671.1997.10544574.

[4] Wimmer (1991-09-01). "The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important" (in en). Cognition 40 (3): 219–249. DOI:10.1016/0010-0277(91)90026-Z. ISSN 0010-0277. PMID 1786676.

[5] Yopp. Developing Phonemic Awareness in Young Children. The Reading Teacher Vol. 45, No. 9, 1992 A Journal of the International Reading Association.

[6] Johnson (2010). "Could phonemic awareness instruction be (part of) the answer for young EFL learners? A report on the Early Literacy Project in Malaysia.". TESOL Quarterly 44 (4): 822–829. DOI:10.5054/tq.2010.238131.

[7] Tweedie (2015). "Direct phonemic awareness instruction as a means of improving academic text comprehension for adult English language learners.". Journal of Educational Thought 48 (1–2): 81–102.

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