מאמרים | 23/1/2009 | 29,505
במחקר הושוו שלוש קבוצות ילדים בכיתות א' מרקע שפתי שונה במבחנים של מודעות פונולוגית, אוצר מלים, וקריאה של טכסט ומלים. הממצאים הראו שילדים דו לשוניים דוברי עברית ורוסית... המשך
ליקויי למידה ילדים חקר המוח פסיכולוגיה קוגניטיבית הוראה ולמידה תקשורת, שפה ודיבור
חברים רשומים יכולים להוסיף תגובות והערות.
לחצו כאן לרישום משתמש חדש או על 'כניסת חברים' אם הינכם רשומים כחברים.
תשובה לנאדין [ל"ת].
Reading acquisition in the Arabic language is unique due to the orthography and diglossia characterizing this language. The present research adds to the accumulating body or research that bring further evidence to the cognitive weight of the Arabic language orthography, which lead to to importance of increased, directed exposure to reading at an early age, and the importance to fostering various learning environments.
School managements have the responsibility to consider the following recommendations: first, schools have the responsibility to encourage reading in every possible way, such as designing a library in every classroom, giving reading homework, holding reading contests, and holding discussions with students on books they have read.
Second, it is recommended to increase the weekly hours of teaching Arabic language, as the hours provided today are not sufficient, especially as the Arab pupils begin to study a third language ,English, which comes at the expense of the hours allocated to teaching the Arabic language (Azaizeh, 1999). It is recommended that teachers utilize various methods in instilling the basics of writing, such as integrating between cartoon television programs for writing acquisition, computer games, various activities to draw children’s attention, etc.
Undoubtedly, parents have an active role in fostering the process from an early age in their children, exposing them to stories and creating a reading encouraging environment. Last but not least, and in light of the fact that a pupil learning how to write in Arabic encounteers not only the difficulty of the letter s/he is learning, but also the fact that s/he needs to learn about 80 letters until the end of the first grade, as most of the letters (22 out of 28) have at least 3 different forms, depending their position within a word. Therefore, another recommendation for the responsible bodies is to start considering the problem in a less ideal way, and take significant steps. From here, the question as to why do children have to learn the alphabetical code within one year, and what if they learn the letters in one and a half, or even two years arises.
מודעות פונולוגית. מלצות למורים?
המלצות לעבודת הכנה לבית ספר