'n Aangepaste bewustheidsprogram om fonologiese en fonemiese bewustheid in aanvangslees van graad 1 leerders in 'n taalarm omgewing te verbeter

Marthinussen, Patricia Joyce ; Van der Merwe, Michele F. (2015)

CITATION: Marthinussen, P. J. & Van der Merwe, M. F. 2015. 'n Aangepaste bewustheidsprogram om fonologiese en fonemiese bewustheid in aanvangslees van graad 1 leerders in 'n taalarm omgewing te verbeter. Per Linguam : a Journal of Language Learning, 31(2): 53-78, doi: http://dx.doi.org/10.5785/31-2-613.

The original publication is available at http://perlinguam.journals.ac.za

Article

Die rol van fonologiese en fonemiese bewustheid en die verstaan van letter-klankkorrespondering in aanvangslees in ’n graad 1-klas word in die artikel beklemtoon. Die vermoë van leerders om ouditiewe en visuele persepsies, asook onderskeidingsvermoë tussen klanke en klankpatrone te ontwikkel, word as voorspellers vir suksesvolle lees beskryf. Vroeë en deurlopende assessering van aanvangsleesvaardighede is ʼn belangrike aspek om die voorkoming van leesuitvalle te bewerkstellig. ‘n Intervensieprogram om die fonologiese en fonemiese bewustheid van leerders te verbeter, word beskryf. Die navorsingsmetodes, insluitende voor- en natoetse word beskryf. Navorsing is in ’n graad 1-klas uitgevoer met leerders wat geen graad R- onderrig ontvang het nie en op die ouderdom van 5½ jaar reeds by die skool ingeskryf is. Die leerders is jonk en ontvang nie genoegsame stimulering tuis nie. Hulle toon reeds agterstande in effektiewe taalgebruik en hoe om aandag te gee en te leer by skooltoetrede. Hierdie agterstande noop die navorser om te fokus op die fonologiese en fonemiese bewustheid in aanvangslees van die jong kind.

The role of phonological and phonemic awareness, as well as the understanding of syllable-sound correspondence in early reading in a grade 1 class is foregrounded in the article. The ability of learners to develop auditive and visual perception, as well as the ability to distinguish between sounds and sound patterns is described as precursors for successful reading. Early and continuous assessment of early reading skills could play a major role in the prevention of reading backlogs. An intervention programme to increase the phonological and phonemic awareness of learners is described. The research methods, including pre-tests and post-tests, are described in the article. Research was conducted in a grade 1 class on learners who did not receive grade R education and who were already enrolled at the age of five and a half years at the school. The learners are young and do not receive sufficient stimulation at home. They lack behind in effective language usage, attention span and learning ability at school. These backlogs prompted the researchers to focus on the role of phonological and phonemic awareness in early reading skills of the young child.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/98917
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