TOPIK 9
Kaedah
Mengatasi
Guru
menggabungjalinkan Masalah Guru
lisan dengan
kemahiran bacaan Lisan mempergiatkan
lagi gerakerja/
dan tulisan dalam aktiviti lisan untuk
pengajaran dan murid
pembelajaran
Guru
Guru
menjalankan
mempelbagaikan
peneguhan
aktiviti dalam
serta
pengajaran dan
pengukuhan
pembelajaran
serta merta
Kemahiran membaca
Membaca bukanlah bermakna memindahkan tulisan kepada suara sahaja
bahkan menangkap makna dan memahami apa yang dibaca. Seseorang
murid yang boleh memindahkan tulisan kepada suara, jika tidak memahami
apa yang disuarakan maka murid itu tidak dikira pandai membaca. (Pumfrey
(1977) )
Satu proses pemikiran yang membina. (Zulkefli Hamid (1994) )
Pembaca yang cekap hanya memberi perhatian pada perkataan-perkataan
yang penting sahaja.ia juga memberi tumpuan kepada kebolehan memproses
bagi mendapatkan makna dengan menggunakan strategi analisis dan sintesis
dalam bacaan. (KPM (1998) )
MASALAH MURID DISLEKSIA DALAM
MENGUASAI KEMAHIRAN
MEMBACA Concept of visual stress and shows how it can
interfere with the ability to read
Visual and Temporal Processing He argue that if visual stress is not identified and
Singleton (2009) dealt (diuruskan) with early on, children are at
risk of remaining unskilled readers, particulary
when trying to understand longer and more
complex texts
He suggest that the cause of poor
readers displaying errors in letter
orientation may reflect insufficient (tidak
Adam (1990) suggests the recognising the visual
mencukupi) knowledge of letter shapes.
identities of letters is an important stage in reading
development and this skill takes time and practice
(Punca pembaca menunjukkkan
and necessitates a degree of visual attention
kesalahan dalam susunan abjad/ huruf
kerana tidak mempunyai pengetahuan
dalam bentuk huruf)
Breznitz (2008), claims that dyslexic learners exhibit
difficulties when transfer information from one
hemisphere to another. (memindahkan maklumat
dari satu hemisfera ke hemisfera yang lain)
Processing Speed
They report that the evidence from brain-imaging studies indicates that the brain regions that are usually
highly active in normal readers during short-term memory tasks show lower levels of functional activation
even in highly literate dyslexia readers (Paulesu et al, 1996)
(Bagi pembaca biasa menunjukkan kawasan otak yang biasanya sangat aktif dalam tugas memori
jangka pendek berbanding pembaca disleksia menunjukkan tahap pengaktifan yang lebih rendah
walaupun celik membaca)
In order for words and phrases to be
memorised, they first have enter short
term working memory, so that they can
Dal (2008), suggests that the memory be transferred to long term memory.
difficulties, for example difficulties
associated with storing and subsequently
accesing new vocabulary, can be
challenging for learners with dyslexia
(Sukar mencari sesuatu perbendaharaan
kata yang baru)
He argue that dyslexic students are likely to have
difficulty at all stages and each stage will require
consolidation
Hatcher and snowling (2002) suggest that this long term learning problem can be related to the retrievel
of phonological information from long term memory and can account for the word-finding difficulties
(masalah mencari perkataan)often experienced by children with dyslexia.
Mereka juga sukar untuk mengingat kembali perkataan yang telah dibaca kerana
mereka mengalami disleksia terutamanya berbentuk visual, mereka akan melihat
perkataan yang dibaca dalam bentuk yang berbeza dan bercelaru.
-shaywitz (2003)-
Kaedah dan Teknik Membaca
They must practice the words in one setting, recall them in another, get in a game
the next day until they stick. Once they stuck, the conscientious teacher will return
to them at regular intervals to reinforce and revise them
Large flashcards with the words in coloured letters to point out the different letters in
the word.
Snap cards making sure the words are read and checked by the children
Word bingo
Writing the word on children’s backs, on the back of their arms, in the sand, feeling
the word in sandpaper.
Kaedah Paired reading
Paired reading was devised by an educational psychologist, Dr Roger Morgan
Ia melibatkan kanak-kanak disleksia dan pembaca yang berkemahiran membaca text
pada masa yang sama.
Pelaksanaan kaedah Paired reading
Choosing the book : Children choose the book they want to read.
It can help motivate them to read
Simultaneous reading : reading together as a synchronised pair
The idea is to read together in a way which reduces the child’s
anxiety and increases his confidence.
:adult acts as a ‘scaffold’ or prop to the child’ reading
: adult must immediately supply any words which the child find
difficult
Kaedah Fonik
Langkah-langkah
Kaedah Kaedah
Fonik VAKT
Rujukan