PHONOLOGICAL GAME-BASED MODULE TO ENHANCE TAMIL SCHOOL LINUS PROGRAM
DOI:
https://doi.org/10.61841/zaq20e10Keywords:
Phonology, , Phonological awareness,, Phoneme, ReadingAbstract
This study evaluates the relationship between phonological game-based module to enhance reading skills among Tamil school Linus Program students. When one is considered a normal reader, he or she does not encounter much difficulty in reading and understanding texts. There are, however children who have problems with phoneme identification and thus do not read well and they also have difficulties in comprehending texts. These learners should be identified and be assisted with game module so that they can proceed with their learning lives. This study was guided by following objectives: to identify phonological game-based scores among the participants; to identify the significances of the phonological game-based module in classroom practices. A sample of respondents from standard one from two selected schools in Perak state was used in this study. Phonological awareness skills of these respondents were tested to find out the nature of their phonological awareness. The results indicated that the phonological game-based module has significant role in enhancing the participants’ phonological awareness and reading skills. The findings of this study will benefit primary school teachers by sensitizing them on the importance of instructing learners on phonological awareness as it plays a major role in reading skills acquisition especially the importance of game’s importance. Although It is expected that children in standard one in primary schools should have the minimum ability to read, some children find difficulties in doing so. There are no studies on Tamil phonological awareness and its impact on reading particularly with Tamil school standard one learner with reading disabilities have been conducted in Malaysia. Therefore, the present study endeavors to establish the nature of these learner’s phonological awareness to ascertain if learners with reading disability also have deficits in phonological processing with the aid of the phonological game-based module.
Downloads
References
[1] Adams, M. J. 1990. Beginning to read: Thinking and learning about print. Cambridge, MA:MIT Press. (26- 88).
[2] Hudson, G. 2000. Essential introductory linguistics. Malden, MA: Blackwell, 55- 88.
[3] Torgesen, J. K., & Mathes, P. G. 2000.A Basic Guide to understanding, assessing, and teaching Phonological Awareness. Texas: Pro-ed Press, 20-100.
[4] Aidinis, A., & Nunes, T. 2001. The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading & Writing, 14, 145-177.
[5] Akers, J., & Hardman, F. 2001.Classroom interaction in Kenyan primary schools.Compare, 31, 245-261.
[6] Anthony, J. L & Lonigan, C. J. 2002. Structure of preschool phonological sensitivity: Overlapping sensitivity to Rhyme, Words, Syllables, and Phonemes. Journal of Experimental Child Psychology, 82(1), 65–92.
[7] Snow, C. E. 2002. Reading for understanding: Toward a research and development program in reading comprehension. Arlington, VA: RAND, 16-39.
[8] Torgesen, J. K. 2002. Lessons learned from intervention research in reading: a way to go before we rest. Learning and Teaching Reading, 89-103.
[9] Amini, A. 2003. Phonological awareness: Its development and contribution to reading and spelling achievement. Cahiers Linguistiques d‘ Ottawa, (31), 19- 51.
[10] Anthony, J. L., & Francis, D. J. 2005.Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259.
[11] Bryant, P. E., MacLean, M., Bradley, L. L., & Caccamise, D.,& Snyder, L. 2005. Theory and pedagogical practices of text comprehension. Topics in Language Disoders,25(1),1-20.
[12] Gillon, G. T. 2005. Facilitating phoneme awareness development in 3-and 4- year-old children with speech impairment. Language, Speech, and Hearing Services in Schools, 36, 308- 324.
[13] Arrow, A. W. 2007. Potential precursors to the development of phonological awareness in preschool children.PhD thesis, University of Auckland, Auckland, NewZealand. Retrieved 18 June 2017 from http://researchspace.auckland.ac.nz.
[14] Davies, M. 2007. Doing a Successful Research Project. Using qualitative or quantitative methods. Basingstoke: Palgrave Macmillan, 268-301.
[15] Wechsler D. 2007. Wechsler Individual Achievement Test, 2nd Edn Sydney: Pearson Clinical and Talent Assessment, 95-121.
[16] Perez, I.R. 2008. Phonemic awareness: A step by step approach for success in early reading. Lanham, MD: Rowman & Littlefield Education, 111-132.
[17] Roach, P. 2009.English phonetics and phonology: A practical course. (4thed). OUP, 132-143.
[18] Jalongo, M & Sobolak, M. 2011 Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies. Early Childhood Education Journal 38 : 421–429
[19] Laporan kajian pelaksanaan pemulihan khas di sekolah rendah 2012. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan (EPRD). Retrived 06 June 2017 from http://www.moe.gov.my.
[20] Johnson, Eli. 2013. The student centered classroom: Social studies and history. New York: Routledge, (67- 98).
[21] Moore, J. & Schleppegrell, M. 2014. Using a functional linguistics meta-language to support academic language development in the English Language Arts, Linguistics and Education. (26) 92-105.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
