音素意识是喀麦隆西南地区布埃亚市阅读障碍儿童阅读能力的决定因素

Pub Date : 2022-06-24 DOI:10.47672/ajp.1082
Ambei Ruhama Faizefu
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引用次数: 0

摘要

目的:本研究旨在检验喀麦隆西南地区布埃阿市阅读障碍儿童的音位意识是阅读能力的决定因素。方法:本研究基于以下前提:音位意识已被确定为学习者阅读潜力的最佳早期指标,因为它为语音奠定了基础,以及识字。本研究采用准实验设计,共有14名参与者,其中7人在实验组,7人在对照组。在干预前后对儿童进行了前测和后测。用于数据收集的仪器是音素意识测试,包括阅读、声音识别、删除第一个音素、删除第二个音素,初始音素识别和最终音素识别。使用EpiData 3.1版Cohen’s d检验和Cramer’s V检验对数据进行分析。研究结果:结果表明,音位意识对阅读障碍儿童的阅读能力有显著影响,这是基于测试前(11.37)和测试后(15.17)的平均差异,平均差异为3.8,配对样本t检验为2.844,显著值为P=0.05。这项研究得出的结论是,通过培养孩子理解如何操纵和安排单个音素来创造单词的能力,进行有效的指导可以阻止和弥补学习差距,并可以传授年长读者在低年级时错过的技能。建议:根据调查结果,建议教师在处理学生问题时更具包容性。此外,还应鼓励家长在家帮助孩子发展阅读技能。
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Phonemic Awareness as a Determinant of Reading Abilities of Children with Reading Disabilities in the Buea Municipality, South West Region of Cameroon
Purpose: This study was aimed at examining phonemic awareness as a determinant of reading abilities of children with reading disabilities in the Buea Municipality, South West Region of Cameroon Methodology: This Study Was Based on the Premise That Phonemic Awareness Has Been Identified As The best early indicator of a learner’s reading potentials because it sets the stage for phonics, and literacy. A quasi-experimental design was adopted for the study with 14 participants, 7 in the experimental group and 7 in the control group. A pre-test and post-test were administered to the children before and after the intervention. The instrument used for data collection was a phonemic awareness test that constituted elements of reading, sound identification, deletion of the first phoneme, deletion of the second phoneme, initial phoneme identification and final phoneme identification. Data was analyzed using EpiData Version 3.1 Cohen’s d test and Cramer’s V test. Findings: Results indicated that the phonemic awareness has a significant effect on the reading abilities of children with reading disabilities, this was based on the mean difference of the pre-test (11.37) and post-test (15.17) giving a mean difference of 3.8 with a paired sample t-test of 2.844 giving a significant value of P= 0.05. The study concluded that effective instructions through the development of a child’s ability to understand how individual phonemes can be manipulated and arranged to create words can stop and repair the learning gap and can impart the skills an older reader missed in the earlier grades. Recommendation: Based on the findings, it was recommended that teachers should be more inclusive in their handling of students’ .Also, parents should be encourage to help children back at home to develop reading skills.
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