In Canada, public education is the responsibility of the Provincial and Territorial governments. As in other countries there has been much debate on the value of phonics in teaching reading in English. However, in recent years phonics instruction has become much more evident. In fact, the curriculum of all of the Canadian provinces include most or all of the following: phonics, phonological awareness, segmenting and blending, decoding, phonemic awareness, graphophonic cues, and letter-sound relationships.[48][49][50][51][52][53][54][55][56][57] In addition, systematic phonics and synthetic phonics receive attention in some publications.[58][59][60] [61]
Pada bulan Mei 2009, kami merilis Membaca Starfall TK dan Bahasa Kurikulum Arts. Metode pengajaran kami memotivasi anak dalam suasana imajinasi dan antusiasme, memberikan kesempatan bagi anak-instruksi diarahkan, dan mendukung pelajar bahasa Inggris dan pembaca berjuang belajar bersama rekan-rekan mereka. Silakan kunjungi Toko Starfall untuk murah lainnya jurnal dan buku phonics paralel website ini.
Reading experts generally agree that phonics is one of many important elements of learning to read, along with familiarity with books, oral vocabulary (which is the collection of words that a child understands and can use in conversation), understanding of the parts of stories, and other factors. An approach that addresses all of these skills is often referred to as balanced literacy.
Kebanyakan penulisan kata Bahasa Inggris berbeda dengan cara pengucapannya. Manfaat metode fonik ini adalah anak Anda bisa merangkai pengucapan kosakata Bahasa Inggris dengan baik dan benar berdasarkan bunyi yang telah dipelajari. Jika Anda terus menggunakan metode fonik ini, anak Anda bisa merangkai bunyi-bunyi huruf sampai si kecil dapat membaca kalimat dalam Bahasa Inggris. Berikan latihan membaca berupa kata-kata pilihan atau kalimat sederhana untuk melatih mereka membunyikan kata-kata atau kalimat tersebut. Lakukan secara rutin sampai anak Anda membaca dengan lancar.
Salah satu manfaat metode fonik dalam mengajar membaca Bahasa Inggris adalah metode ini dapat mengenalkan anak Anda pada alfabet dan berbagai bunyi. Bahasa Inggris memiliki 26 huruf alfabet, 21 bunyi vokal, dan 22 bunyi huruf konsonan. Anda bisa mengajarkan si kecil huruf alfabet dan berbagai jenis bunyi huruf dalam Bahasa Inggris. Setelah itu, Anda bisa meminta anak Anda untuk merangkai beberapa kombinasi huruf konsonan dan vokal untuk membentuk kosakata dalam Bahasa Inggris.
TAHAPAN ANAK BELAJAR MEMBACA Mengenalkan sesuatu perlu proses yang urut, jika menginginkan hasil yg baik. Kalo mau mengenalkan makanan padat pada bayi, maka prosesnya harus diawali dg makanan yg encer sekali hampir spt air, lalu ditingkatkan lagi kepadatannya sampe bayi dapat mengunyah dan mencerna makanan padat dg baik. Tidak mungkin kita kenalkan makanan padat langsung tanpa proses pengenalan makanan yg lebih lunak dulu karena pencernaan bayi bisa bermasalah. Begitu juga dengan membaca, ada tahapan proses yang harus dilalui bun. Membaca itu adalah keterampilan yang harus dilatih atau distimulus. Secara normal membaca bukanlah bakat alami yang akan muncul dengan sendirinya. Buktinya jumlah angka buta huruf itu tinggi lo. Anak tidak bisa langsung membaca buku, tanpa memahami hukum pertemuan antar huruf. Membaca itu sebuah ketrampilan yg dalam menguasainya perlu dukungan, waktu, dan kesempatan. Membaca bukan bakat alam, anak2 perlu mempelajarinya spt belajar ketrampilan berenang. Anak2 ga bisa otomatis menguasai renang hanya dg melihat orang lain berenang. Juga menjahit, anak2 tidak bisa tiba2 bisa menjahit hanya dg melihat orang lain menjahit. Membaca juga begitu, anak2 tidak dapat langsung bisa membaca hanya dengan mendengar cerita orang dewasa membaca buku. Lalui tahapan belajar membaca dengan baik, karena proses yg baik dapat memberikan hasil yang baik dan tidak menimbulkan stres pada anak. Semua pakar literasi sepakat bahwa belajar membaca itu ada tahapannya. Beberapa tahapan itu di antaranya seperti ini: 1. Mengenal nama huruf (sebagian ada yg menggunakan metode kenal suku kata dulu) 2. Memahami bunyi huruf jika bertemu dengan 1 huruf lainnya seperti ba, ca, fa, ga 3. Memahami cara membaca kata sederhana seperti ja-ka, ra-ja, dll 4. Memahami cara membaca kalimat sederhana dengan terpatah-patah (pelan2) contoh matahari pagi 5. Bisa memahami cara membaca huruf berakhiran konsonan seperti rak, mak, nah, mah, dll. 6. Mampu membaca kata yang lebih kompleks contoh enak, lebah, rebah, gerak, dll. 7. Dapat membaca kalimat yg lebih kompleks gabungan akhiran konsonan dan vokal secara pelan2. Contoh rubah lari, susu enak, gerak gerik, dll. 			

As well as working through the alphabet, and the sounds that each letter makes, Reading Eggs also includes lessons on phonics skills such as working with beginning and end blends of letters, the variety of sounds that vowels make, diphthongs, consonant letter sounds such as soft c, g, and y, silent letters, double letter sounds, word families, and how to work through words with more than one syllable.

Yang terpenting adalah menumbuhkan karakter dan semangat lewat olahraga. Semangat olahraga adalah persaingan sehat. Setiap kompetisi olahraga mempunyai aturan yang jelas. Semua pihak yang terlibat harus mematuhi peraturan, menghormati otoritas dan bersaing secara adil. Anak-anak harus mengikuti peraturan, menghormati keputusan wasit dan bersikap adil, agar mereka tumbuh menjadi sosok yang jujur dan adil dalam kehidupan sehari-hari.
Synthetic phonics, also known as blended phonics, is a method employed to teach children to read by blending the English sounds to form words. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, shrouds would be read by pronouncing the sounds for each spelling "/ʃ, r, aʊ, d, z/" and then blending those sounds orally to produce a spoken word, "/ʃraʊdz/." The goal of either a blended phonics or synthetic phonics instructional programme is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. In the US, a pilot programme using the Core Knowledge Early Literacy programme that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools.[14]
Repost dari http://greenmommyshop.wordpress.com Iya nggak 😉 Setelah 9 tahun GMS berdiri, kami membuka pintu selebar-lebarnya untuk teman-teman bisa berpenghasilan. Bergabunglah dengan GMS Sales Team dan dapatkan penghasilan dengan cara alami dan halal 😉 Kami mengundang kamu untuk bergabung dengan kami untuk memasarkan produk alami, sehat, ramah lingkungan & halal! Tidak perlu biaya apapun dan tidak […]

So much going on in my head at the moment. Reflecting on The Prophet Muhammad Pbuh journey Isra Mi'raj di hari libur ini dan berrefleksi dengan perjalanan pribadi sebelum Ramadan inshaAllah Bismillah, Sedang mereview + nyiapin belajaran, transformasi super keren dan indah InshaAllah! Are you ready for Ramadan? (semua materi berbahasa Indonesia) I'll be honest with you Mungkin kalian mikir, hidup saya tidak banyak cela, tidak berantakan, highly organized tidak seperti kebanyakan wanita. TRUST ME! Saya melewati sebanyak perjalanan ups and downs seperti semua wanita yang ada atau pernah ada dimuka bumi ini. Berjalan dengan ego yang memar atau kepercayaan diri yang terluka. I'll also will be honest, Meski semua hal terencanakan dan organized dan simplyfying itu CINTA saya, termasuk bahkan journal Ramadan yang di foto ini sudah released sejak Ramadan tahun lalu, dan segala hal diseputar Ramadan kami sekeluarga selalu sangat sederhana, terencana tapi selalu ada sesuatu yang kami perbaiki dan kami tumbuh dengannya (tumbuh daripun kondisi Ramadan yang paling tidak ideal), dengan ultimate goal bukan kesempurnaan, karena Itu Milik Allah semata. 🌹 Tapi membuka ruang untuk mengajak muslimah lain untuk belajar bersama, saling mendukung untuk bersiap Ramadan itu sesuatu yang berat buat saya. 🙏 So ladies... Please bear with my imperfection or high expectacy from you that I might not be able to deliver. 🌹 I'll do my best to speak clear and directed and brutally honest and help you to learn from what I've done for all these years. Preparing Ramadan as a muslimah a mom, etc business woman or simply busy and sometimes disconnected ke Ramadan yang inshaAllah lebih bermakna dengan seiring kita menyederhanakan hidup, berefleksi, bertumbuh, berubah untuk akhirnya siap untuk Ramadhan. Heads up aja: Kelas ini biayanya sangat-sangat terjangkau, (and some may get help with FREE to join). Pendaftaran inshaAllah dibuka besok, dan ditutup 9 April 2019. Kelas dimulai 10 April berakhir 3 Mei 2019.

The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or, in phonics terms, blending the sound-spelling patterns. Since it focuses on the spoken and written units within words, phonics is a sublexical approach and, as a result, is often contrasted with whole language, a word-level-up philosophy for teaching reading.
ADA TAHAPAN ANAK BISA MEMBACA SETELAH KENAL HURUF (SUKU KATA) JADI....TIDAK OTOMATIS BISA BACA Mungkin kita berpikir jika anak sudah tahu huruf a sampai z atau sudah kenal suku kata berarti dia sudah bisa baca.. Eit..tunggu dulu ya.. Jika kita berpikir demikian maka, sakit hatilah yg didapatkan ketika anak kita sudah hafal huruf dan kenal suku kata ternyata ketika disodorkan buku kepadanya dia belum bisa membaca..bisa2 kita salahkan media belajar membacanya.. Sabar ya... Ada tahapannya seorang anak dapat menguasai ketrampilan membaca, dan pembimbing/orang tua wajib mengetahui ini. Yaitu : 1. Setelah anak hafal semua suku kata, maka ajari dia teknik membaca yaitu dg menjejerkan kartu. Jadi, SALAH BESAR jika meyakini anak yg telah mengetahui suku kata akan otomatis tahu cara membacanya. Teknik membaca bisa diajarkan melalui teknik jejer kartu. Dimulai dg yg mudah dulu (2 kartu), lalu meningkat menjadi 3 kartu (membentuk kalimat). 2. Setelah anak mahir membaca dg teknik jejer kartu, baru kenalkan buku. Carilah buku yg penyusunannya sistematis, dan memahami level kesulitan anak serta perhatikan cara penyajian buku tsb, apakah pantas digunakan utk pemula? Anak2 tertentu, akan menolak buku (umumnya ketika usia di bawah 6 atau 7 tahun). Sebab, dalam satu halaman buku memuat terlalu banyak simbol abstrak (huruf) yg membuat anak susah fokus dan terbebani. Namun beban ini, akan berkurang seiring dg meningkatnya usia anak. Semakin matang seorang anak, semakin siap dia belajar membaca bahkan mampu beralih dari flashcard ke buku belajar membaca. Jadi utk sampai pada tahapan bisa membaca sendiri ada tahapannya. Begitu jg dg kemampuan menulis (bukan menebalkan huruf, tapi menulis tanpa menyontek), yg tidak otomatis dikuasai oleh anak yg bisa membaca (pemula). Kalopun ada sebagian anak yg mampu, jumlahnya sangat kecil. Karena utk sampai pada tahapan bisa menulis, anak harus dapat "memvisualisasikan" tulisan atau huruf2 yg terlibat dalam kata dan tahu cara menulisnya. Sumber : Diena Ulfaty, founder, owner & produsen ABACA Flashcard Repost: Bunda Rovi' Nur A minat order Abaca hubungi: #WA  085878491586
Phonemic awareness involves the understanding of the relationship between sounds and words. It explains how words are made of sounds that can be used, like reusable building blocks, to construct words (h + at = hat, f + at = fat, etc). Phonics goes one step further by connecting those sounds to written symbols. It involves learning how letters or letter groups represent unique sounds, and how those sounds are blended to form a word.
A series of case-based learning modules that encourgae reuable interactive multimedia development, team-oriented learning and problem solving with real-world challenges are demonstrated. The principles of educational methods and solution are also introduced. The advanced learning environment case-based/problem-based learning (PBL) is performed using web-enabled, 3D virtual reality (3DVR) ... [Show full abstract]Read more

I purchased this app for my 3-year-old daughter last year and she loved it. Now, after one year, she is reading between 2nd and 4th grade levels. Obviously, we have been reading together through that time, but Hooked on Phonics was the right choice to teach her to sound out words and learn basic sight words. And we all love the Big Pig song! By: coastsideMom

"Overall we conclude that the synthetic phonics approach, as part of the reading curriculum, is more effective than the analytic phonics approach, even when it is supplemented with phonemic awareness training. It also led boys to reading words significantly better than girls, and there was a trend towards better spelling and reading comprehension. There is evidence that synthetic phonics is best taught at the beginning of Primary 1, as even by the end of the second year at school the children in the early synthetic phonics programme had better spelling ability, and the girls had significantly better reading ability."


Kajian selanjutnya dalam latihan fonik perlu memperbaiki cara laporan prosedur pengagihan peserta kepada kumpulan dan bagaimana pengkaji memastikan peserta tidak tahu bahawa mereka dalam kumpulan ‘eksperimen’ atau kumpulan ‘kawalan.‘ Kajian juga perlu melaporkan dengan jelas tentang bagaimana pengkaji memastikan mereka yang mengukur kemajuan membaca kanak‐kanak tidak tahu samada mereka dalam kumpulan latihan fonik atau tidak.

In Canada, public education is the responsibility of the Provincial and Territorial governments. As in other countries there has been much debate on the value of phonics in teaching reading in English. However, in recent years phonics instruction has become much more evident. In fact, the curriculum of all of the Canadian provinces include most or all of the following: phonics, phonological awareness, segmenting and blending, decoding, phonemic awareness, graphophonic cues, and letter-sound relationships.[48][49][50][51][52][53][54][55][56][57] In addition, systematic phonics and synthetic phonics receive attention in some publications.[58][59][60] [61]


Synthetic phonics, also known as blended phonics, is a method employed to teach children to read by blending the English sounds to form words. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, shrouds would be read by pronouncing the sounds for each spelling "/ʃ, r, aʊ, d, z/" and then blending those sounds orally to produce a spoken word, "/ʃraʊdz/." The goal of either a blended phonics or synthetic phonics instructional programme is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. In the US, a pilot programme using the Core Knowledge Early Literacy programme that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools.[14]
Here, you will find free phonics worksheets to assist in learning phonics rules for reading. These free worksheets are printable and designed to accommodate any lesson plan for reading that includes phonics. Conveniently organized by the skills covered, these worksheets come with answer keys. You may print the worksheets from either PDF or JPEG versions and provide them to your children or students.

Aplikasi untuk menggambar adalah sebuah program gambar gratis untuk anak-anak dengan pilihan banyak baik. Anda dapat menggambar dengan pena yang berbeda, Anda dapat menempatkan perangko pada gambar Anda, membuat semua jenis efek teks, dan banyak lagi. Program ini cocok untuk anak-anak yang sangat muda dan memiliki modus anak terutama bagi mereka. Tetapi juga menyediakan banyak menyenangkan untuk anak-anak yang lebih tua. Hal ini digunakan oleh ratusan ribu anak-anak di seluruh dunia. Cara terbaik untuk melihat apa yang mungkin adalah dengan hanya men-download dan menginstalnya. Ingat, itu gratis. 
Peringatan: Halaman ini adalah terjemahan mesin halaman ini aslinya dalam bahasa Inggris. Harap diperhatikan karena terjemahan yang dihasilkan oleh mesin, tidak semua terjemahan akan sempurna. Website ini dan halaman web yang dimaksudkan untuk dibaca dalam bahasa Inggris. Setiap terjemahan dari website ini dan halaman web yang mungkin tidak tepat dan tidak akurat secara keseluruhan atau sebagian. Terjemahan ini disediakan sebagai kenyamanan.
The Hooked on Phonics Learn to Read app is based on the proven teaching methods of the Hooked on Phonics books and DVD sets. The 12 Steps in the app are designed for a Kindergarten reading level, whereas the physical product is for Pre-K through Second Grade. In addition, the app covers more sight words and has a library of 36 leveled eBooks that are only available within the app. These eBooks were written to correspond to the sounds and words being taught in each of the lessons, so the eBooks are 100% decodable to children who have completed the lessons. Thus, the eBook library gives children even more practice reading and more opportunities for success, which helps to boost their self confidence and pride as readers.
A common tool for teaching the alphabet is alphabet key words, such as Aa is for apple, Bb is for ball, and so on. The idea is to make alphabet learning easier by creating meaningful associations between the letter and a word that begins with that letter. Unfortunately, too often, alphabet key words are problematic, creating more confusion than clarity for young children. Good alphabet key words need to begin with one of the sounds commonly associated with that letter. For example, Oo is for octopus works—the first sound in octopus is the short o sound. However, Oo is for orange does not work. The o in orange is what we call an r-controlled vowel. It does not make its typical short or long vowel sound. Similarly, Tt is for thumb does not work because there is no /t/ sound in thumb—there is a th digraph (two letters representing one sound). Another pitfall to watch out for is an alphabet key word that begins with a letter name, which can be really confusing to children. For example, Ee is for elephant is confusing because it begins the letter name for Ll (“el”), and Cc is for cake is problematic because it begins with the letter name for Kk (“kay”).
Kim Burnim: It’s a complicated-sounding phrase for something that’s really very simple: the ability to identify separate sounds in words. For example, when you hear the word “cat,” you probably can identify three different sounds in that word—the sound of the c, the sound of the a, and the sound of the t. Or to put it another way, you are aware of three different sounds. Language experts call each of the different sounds that appear in spoken words phonemes, so when you can identify the three phonemes in the word “cat” you are showing that you have phonemic awareness.

Figure 8. Result of Heuristic Evaluation on General Feedback V. CONCLUSION AND RECOMMENDATION FOR FUTURE STUDY “Bijak Membaca” is an interactive multimedia application that blends the Phonic Reading Technique and Multisensory Approach to improve dyslexics reading skill. Results obtained from Heuristic Evaluation indicate that this application successfully integrates those learning strategies as most of them agree with the content and structure. It shows that this application is designed and arranged in a proper way that suits dyslexics’ preferences. Credit is also given for the use of multimedia elements in this application as its interface design is easy to understand with good navigation arrangement. Generally, most of the evaluators agree that this application can give a significant impact to dyslexics as it is interesting, user-friendly, attractive, supportive, and valuable. “Bijak Membaca” can be an alternative reading tool for dyslexics to improve their reading with the effectiveness of the Phonic Reading Technique and Multisensory Approach. However, there are some improvements that are suggested by the evaluators such as inclusion of all letters instead of critical letters for the dyslexics, different types of exercises in reading activity and entertainment elements. In future, this research can be extended with the inclusion of Intelligent Multisensory Approach as part of the content so that dyslexics can fully utilize their verbal, visual and psycho-motor abilities. REFERENCES [1] R. P. Rachel. “D is for…, Scholastic Parent & Child”, ProQuest Education Journals, 18(2), pp. 93-95, Oct. 2010 [2] C. Singleton. “Understanding Dyslexia”, Lucid Research, 19, Jan. 2003. [3] H. Sampath, J. Sivaswamy and B. Indurkhya. “Assistive System for Children with Dyslexia and Autism”, ACM SIGACCESS Accessibility and Computing, Issue 96, Jan. 2010. [4] L. L. Wah. “Development of Multimedia Learning Resources for Children with Learning Disabilities in an Undergraduate Special Eduction Technology Course”, MDEC, 1(8), 2007. [5] P. Tzouveli, A. Schmidt, M. Schneider, A. Symvonis and S. Kollias. “Adaptive Reading Assistive for the Inclusion of Students with Dyslexia : The AGENT - DSYL Approach”, Eighth IEEE International Conference on Advanced Learning Tecnologies, pp. 167-171, 2008. [6] J. Ohene-DJan and R. Begum. "Multisensory Games for Dyslexic Children", Eighth IEEE International Conference on Advanced Learning Tecnologies, pp. 1040-1043, 2008. [7] S.S.Ismail, R.Ismail E.M.Mohd Mahidin, K.Umar and M.Z.Mohd Yusoff, “E-Z Disleksia For Dyslexic Children”, in Proceedings of Regional Conference on Knowledge Integration in ICT 2010, pp. 435-445, 2010. [8] A. Scruggs. “Effective Reading Instruction Strategies for Students with Significant Cognitive Disabilities” Lynchburg College. [9] N. N. Eliani and A. Othman. “Siri Cepat membaca : Bacalah Anakku”, One-Stop Language & Computer Consultancy, 2011. [10] G. Myles. “Pronounciation Activities in Extensive Reading Classes”, Extensive Reading World Congress Proceeding, 1, pp. 172-175, 2012. [11] I. Zahid and M. S. Omar. “Fonetik dan Fonologi. Malaysia”, PTS Professional, 2006. [12] K. Hamdi and L. Chonlada. “Effects of Intensive Phonics Instruction on Reading and Spelling Attainment of Thai Grade 5 Learners with Reading Difficulties”, The 3rd International Conference on Humanities and Social Sciences, Prince of Songkla University Proceedings-Teaching Techniques, 2011. [13] J. Khakhar and S. Madhvanath. “Jolly mate : Assistive Technology for Young Children with Dyslexia." 12th International Conference on Frontiers in Handwriting Recognition, 5, 2010. [14] R. A. Bolhasan. “A Study of Dyslexia among Primary School Students in Sarawak, Malaysia”, School of Doctoral Studies Journal, 1, pp. 250-265, 2009. [15] L. M. H Abdullah, S. Hisham, and S. Parumo. “MyLexics : An Assistive Courseware for Dyslexic Children to Learn Basic Malay Language”, SIGACCESS ‘09, 2009. 2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia558
Phonemic awareness involves the understanding of the relationship between sounds and words. It explains how words are made of sounds that can be used, like reusable building blocks, to construct words (h + at = hat, f + at = fat, etc). Phonics goes one step further by connecting those sounds to written symbols. It involves learning how letters or letter groups represent unique sounds, and how those sounds are blended to form a word.
Phonemic awareness involves the understanding of the relationship between sounds and words. It explains how words are made of sounds that can be used, like reusable building blocks, to construct words (h + at = hat, f + at = fat, etc). Phonics goes one step further by connecting those sounds to written symbols. It involves learning how letters or letter groups represent unique sounds, and how those sounds are blended to form a word.
During the late 1990s the whole language approach gained popularity in Portugal, but in a non-explicit form. Emphasis was placed on meaning, reading for pleasure, and developing a critical approach to the texts. Explicit phonemic awareness and explicit training for reading fluency were considered outdated by some teachers' organizations[62]. Poor results in international comparisons led parents and schools to react to this approach and to insist on direct instruction methods. Later, during minister Nuno Crato’s tenure (2011-2015), who is known to be a vocal critic of constructivist approaches and a supporter of cognitive psychology findings, new standards ("metas") were put in place[63]. The ministry convened a team led by a well-known specialist in reading, José Morais[64]. This team introduced an explicit phonics teaching approach, put emphasis on decoding and reading fluency.
Figure 8. Result of Heuristic Evaluation on General Feedback V. CONCLUSION AND RECOMMENDATION FOR FUTURE STUDY “Bijak Membaca” is an interactive multimedia application that blends the Phonic Reading Technique and Multisensory Approach to improve dyslexics reading skill. Results obtained from Heuristic Evaluation indicate that this application successfully integrates those learning strategies as most of them agree with the content and structure. It shows that this application is designed and arranged in a proper way that suits dyslexics’ preferences. Credit is also given for the use of multimedia elements in this application as its interface design is easy to understand with good navigation arrangement. Generally, most of the evaluators agree that this application can give a significant impact to dyslexics as it is interesting, user-friendly, attractive, supportive, and valuable. “Bijak Membaca” can be an alternative reading tool for dyslexics to improve their reading with the effectiveness of the Phonic Reading Technique and Multisensory Approach. However, there are some improvements that are suggested by the evaluators such as inclusion of all letters instead of critical letters for the dyslexics, different types of exercises in reading activity and entertainment elements. In future, this research can be extended with the inclusion of Intelligent Multisensory Approach as part of the content so that dyslexics can fully utilize their verbal, visual and psycho-motor abilities. REFERENCES [1] R. P. Rachel. “D is for…, Scholastic Parent & Child”, ProQuest Education Journals, 18(2), pp. 93-95, Oct. 2010 [2] C. Singleton. “Understanding Dyslexia”, Lucid Research, 19, Jan. 2003. [3] H. Sampath, J. Sivaswamy and B. Indurkhya. “Assistive System for Children with Dyslexia and Autism”, ACM SIGACCESS Accessibility and Computing, Issue 96, Jan. 2010. [4] L. L. Wah. “Development of Multimedia Learning Resources for Children with Learning Disabilities in an Undergraduate Special Eduction Technology Course”, MDEC, 1(8), 2007. [5] P. Tzouveli, A. Schmidt, M. Schneider, A. Symvonis and S. Kollias. “Adaptive Reading Assistive for the Inclusion of Students with Dyslexia : The AGENT - DSYL Approach”, Eighth IEEE International Conference on Advanced Learning Tecnologies, pp. 167-171, 2008. [6] J. Ohene-DJan and R. Begum. "Multisensory Games for Dyslexic Children", Eighth IEEE International Conference on Advanced Learning Tecnologies, pp. 1040-1043, 2008. [7] S.S.Ismail, R.Ismail E.M.Mohd Mahidin, K.Umar and M.Z.Mohd Yusoff, “E-Z Disleksia For Dyslexic Children”, in Proceedings of Regional Conference on Knowledge Integration in ICT 2010, pp. 435-445, 2010. [8] A. Scruggs. “Effective Reading Instruction Strategies for Students with Significant Cognitive Disabilities” Lynchburg College. [9] N. N. Eliani and A. Othman. “Siri Cepat membaca : Bacalah Anakku”, One-Stop Language & Computer Consultancy, 2011. [10] G. Myles. “Pronounciation Activities in Extensive Reading Classes”, Extensive Reading World Congress Proceeding, 1, pp. 172-175, 2012. [11] I. Zahid and M. S. Omar. “Fonetik dan Fonologi. Malaysia”, PTS Professional, 2006. [12] K. Hamdi and L. Chonlada. “Effects of Intensive Phonics Instruction on Reading and Spelling Attainment of Thai Grade 5 Learners with Reading Difficulties”, The 3rd International Conference on Humanities and Social Sciences, Prince of Songkla University Proceedings-Teaching Techniques, 2011. [13] J. Khakhar and S. Madhvanath. “Jolly mate : Assistive Technology for Young Children with Dyslexia." 12th International Conference on Frontiers in Handwriting Recognition, 5, 2010. [14] R. A. Bolhasan. “A Study of Dyslexia among Primary School Students in Sarawak, Malaysia”, School of Doctoral Studies Journal, 1, pp. 250-265, 2009. [15] L. M. H Abdullah, S. Hisham, and S. Parumo. “MyLexics : An Assistive Courseware for Dyslexic Children to Learn Basic Malay Language”, SIGACCESS ‘09, 2009. 2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia558
Jika Anda sudah memiliki cukup banyak program "quick fix" lainnya yang menjanjikan hasil yang mudah - program yang menampung bayi atau anak Anda di depan TV dan komputer berjam-jam, yang telah mengecewakan Anda dan anak Anda di masa lalu, dan Anda siap untuk mengajar anak Anda untuk membaca cara yang BENAR, maka ini adalah pembelajaran yang jujur ​​dan benar-benar efektif untuk membaca solusi yang telah Anda telusuri
[16] P. A. Patricia, and S. C. Loh. “Effect Of Clay Modeling Program on Reading Behavior of Children with Dyslexia : A Malaysian Case Study”, The Asia-Pacific Education Researcher, 20:3, pp 456-468, 2011. [17] S. Murphy. "Accessibility of Graphics in Technical Documentation for the Cognitive and Visually Impaired ", SIGDOC ’05 ACM, 6, 2005. [18] S. Z. Ahmad, S. A. Mustafar, H. M. Ekhsan, and S. S. Halim, “Write Perfect : An An Interactive Multimedia Writing Aid for Dyslexic Children”, in Proceeding of ASEAN Conference on Scientific and Social Science Research, 2011. [19] S. W. Ling and M. C. Yuen. "Implemention of Principles of Multimedia Design into Learning Objects : Audio Narration Perception.", IEEE, 2008. [20] S. C. Devaraj and S. Roslan. “Apa Itu Disleksia? Panduan Untuk Ibu Bapa & Guru”. Malaysia: PTS Professional, 2006. [21] J. Nielsen and R. Molich. "Heuristic Evaluation of User Interfaces" CHI 90’ Proceedings, ACM, 1990. 2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia559
Synthetic phonics, also known as blended phonics, is a method employed to teach children to read by blending the English sounds to form words. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, shrouds would be read by pronouncing the sounds for each spelling "/ʃ, r, aʊ, d, z/" and then blending those sounds orally to produce a spoken word, "/ʃraʊdz/." The goal of either a blended phonics or synthetic phonics instructional programme is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. In the US, a pilot programme using the Core Knowledge Early Literacy programme that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools.[14]
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