Teachers should use picture mnemonics (Drawings of letters that are embedded in a picture with the items in each picture beginning with the sound of the letter embedded within in. Example: Itchy’s Alphabet)  Students are trained to notice the initial sounds in words along with the embedded picture mnemonics. Using pictures in which the letter can be logically or meaningfully embedded appears to be more effective than learning letters by themselves or with non-embedded keyword pictures.
Temani dan tuntun anak untuk belajar di web site http://www.starfall.com. This is a really amazing educational site, and it’s free! Semua bahan pelajaran bisa di download gratis. Web site ini sangat menyenangkan bagi anak-anak, karena masing-masing runtunan belajar diakhiri dengan game yang asyik-asyik. Tanpa sadar anak-anak akan belajar dan terus bertahan belajar. Juga, karena berupa mulitmedia interaktif, kita hanya perlu menemani dan memastikan anak mengikuti sequence belajar yang telah di sarankan, anak-anak tinggal melihat, menirukan, mengulangi bahan pelajaran multimedia tersebut. Spelling dan Pronounciation dijamin benar dong…nggak seperti kita jika mengajarinya sendiri. Selain itu, download saja bahan-bahan yang bisa dicetak sehingga anak tidak harus membuka komputer+internet untuk belajar. Mereka juga bisa melakukan aktifitas asyik dengan worksheet yang tersedia. Dan…tanpa menyadarinya mereka juga belajar MENULIS!
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge-and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia ... [Show full abstract]View full-text

Banyak bahan-bahan rujukan yang mudah dilayari online dan percuma, bentuk aktiviti bersesuaian mengikut umur serta minat anak anda yang akan dapat membantu. Pastikan aktiviti yang dipilih adalah bagi tujuan anak anda belajar mengenali nama dan sebutan huruf dalam abjad sahaja dulu (bukan aktiviti rangkaian lagu-lagu ABC Phonics).  Sila layari laman-laman seperti contoh dibawah;
Dimulai dengan berjalan dengan mulus, bersemangat, rasanya tidak akan ada yang bisa menghalangimu kemudian kamu tersandung dab jatuh dengan keras! Dan berhenti Kamu pasti tahu masalah dibulan Ramadan yang seperti ini, saya juga. Iya, Niat kita itu baik. Kita punya rencana yang solid dan rasanya super organized. Tapi ada sesuatu yang tidak kita tindak lanjuti dan kemudian Ramadan bergulir tidak seperti yang ktia bayangkan di awal. . Jika konsistensi adalah perjuangan mu di luar Ramadan, Punya to do list itu BAGUS! Tapi ini bukan SOLUSI (I’ve been there) Seandainya, tahun ini, Daripada fokus ke rencana yang super rapi, Tapi pindah Fokus ke si wanita dibalik to do list tersebut Pasti kamu akan berubah! Ini yang akan saya sharing di kelas Bersiap Ramadan nanti Kenapa? Karena wanita yang berada di dalam dirimu itu secara BESARRR memengaruhi bagaimana kamu berada di luar. Ayo belajar untuk konsisten! Daftar: http://bit.ly/kelassiapramadan link bio 👆⠀⠀⠀⠀
Kim Burnim: Phonics is taught in the early years because it is an important part of learning how to read. Most instruction typically occurs from kindergarten through second grade. In kindergarten, children should learn the sounds of individual letters, and in the first and second grades they should be learning more advanced principles of phonics, such as rules for short and long vowel sounds. But it’s important to keep in mind that children learn at different rates. Some children need very little phonics instruction; others need more. Some children are ready to start learning the sounds of the letters prior to kindergarten, and some children do best with more advanced phonics instruction all the way into third grade. And research has shown that older children who have difficulty reading can also benefit from phonics instruction—which shows just how important it is for children to learn phonics early on.
The whole language emphasis on identifying words using context and focusing only a little on the sounds (usually the alphabet consonants and the short vowels) could not be reconciled with the phonics emphasis on individual sound-symbol correspondences. Thus, a dichotomy between the whole language approach and phonics emerged in the United States causing intense debate. Ultimately, this debate led to a series of Congressionally-commissioned panels and government-funded reviews of the state of reading instruction in the U.S.
A good phonics lesson begins with an explicit explanation of the sound-spelling being taught along with guided opportunities for students to blend, or sound out, words using the new sound-spelling. These exercises should be followed by guided and independent reading practice in text that contains words with the new sound-spelling. This portion of phonics instruction is key. Therefore, phonics instruction should focus on applying learned sound-spelling relationships to actual reading, with smaller amounts of time spent on the initial task of learning phonics rules. That way, you can plan phonics lessons that are appropriate for all students, even if some have higher levels of phonics mastery than others.

TIPE mobil sedan besar dahulu masih menjadi pilihan utama setiap keluarga yang ingin memiliki mobil. Selain berkapasitas cukup besar, mobil ini dinilai tangguh untuk digunakan dalam jarak jauh. Di era 1980, ciri mobil keluarga melekat pada dua mobil keluarga yakni sedan besar Ford Costina. Tapi belakangan, popularitas mobil sedan semakin tergusur oleh mobil hatchback dan citycar. Dilansir harian  Daily Mail, Kamis 16 Februari 2012, kepopuleran mobil sedan telah tergantikan oleh mobil-mobil yang lebih kecil, seperti Volkswagen Golf atau Peugeot 207 atau sebaliknya, kendaraan lain yang lebih baik dalam menampung keluarga "Tiga...
We found 11 studies that met the criteria for this review. They involved 736 participants. We measured the effect of phonics training on eight outcomes. The amount of evidence for each outcome varied considerably, ranging from 10 studies for word reading accuracy to one study for nonword reading fluency. The effect sizes for the outcomes were: word reading accuracy standardised mean difference (SMD) 0.47 (95% confidence interval (CI) 0.06 to 0.88; 10 studies), nonword reading accuracy SMD 0.76 (95% CI 0.25 to 1.27; eight studies), word reading fluency SMD ‐0.51 (95% CI ‐1.14 to 0.13; two studies), reading comprehension SMD 0.14 (95% CI ‐0.46 to 0.74; three studies), spelling SMD 0.36 (95% CI ‐0.27 to 1.00; two studies), letter‐sound knowledge SMD 0.35 (95% CI 0.04 to 0.65; three studies), and phonological output SMD 0.38 (95% ‐0.04 to 0.80; four studies). There was one result in a negative direction for nonword reading fluency SMD 0.38 (95% CI ‐0.55 to 1.32; one study), though this was not statistically significant.
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge-and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia ... [Show full abstract]View full-text

The review does address the question of why children's reading and writing (especially for boys) have not been meeting expectations. Paragraph 3.25 of the Final Report states "This suggests that it is far more often the nature of the teaching than the nature of the child which determines success or failure in learning the 'basic' skills of reading and writing. This is not to say, however, that there is any lack of willingness or capability on the part of primary teachers to develop the required expertise in the teaching of beginner readers once convinced of the benefits to children of doing so. Rather, the main obstacles have been long-standing systemic confusion and conflicting views, especially about the teaching of phonics.[36] As more research and practice now converge in strong support of high-quality, systematic phonic work, schools can be confident that their investment in good-quality phonics training for teachers and in good systematic phonic programmes, whether commercial or provided by the National Strategies, will yield high returns for children."[37]

In order to have a true understanding of the purpose and function of letters and letter sounds, children must understand how words are represented in print, or concept of word.5 This means they know that words are collections of letters that represent a series of speech sounds that collectively represent a unit of meaning. They need to understand that each new word is signified by a space that does not contain any letters. They need to understand that you can see a word as well as say a word.


Besarnya tekanan dikehidupan yang bisa kamu handle itu punya dampak yang sangat besar ke kehidupanmu, mau itu pribadi atau bisnis. Agree? #realitycheck Bisnis mau sukses besar? jg kudu tahan dengan tekanan yang besar Mau kebun organik besar kudu tahan berpanas-panasan tambah lama dengan resiko kulit tambah hitam Mau punya lebih banyak ilmu, kudu tahan dengan besarnya tekanan mata ngantuk atau menjalani rutinitas belajar Mau punya hati yang luas, kudu tahan dengan besarnya tekanan cobaan hati The reality is that you get paid for how much pressure you can handle...successfully. #greenmommystory I work or do high energy activities seperti kuli 16 hours a day no nap, non stop Most of the kinda relax days I work 14 hours minimum That is for the past 2 decades sejak jadi orang dewasa Kalau flash back dan melihat orang muda sekarang Kalian punya sangat banyak kesempatan untuk menjadi lebih sukses Tapi Kudu kuat dengan besarnya tekanan dikehidupan Semakin besar, inshaAllah semakin bikin kamu sukses Bear in mind: Define success (its not mere money)
Menurut penelitian, jika anak bisa tertawa atau terlihat senang saat mempelajari sesuatu maka itu bertanda positif. Sebab materi akan jauh lebih mudah masuk kalo anak belajarnya dalam kondisi senang. Makanya para ilmuwan mencari tahu tentang permainan yg bagus, permainan yg bisa membuat proses belajar semudah bermain agar anak2 senang belajar. Lalu bermunculanlah mainan edukasi, tapi sayang ga semua yg ada gamenya itu ramah otak Bun.
Pembelajaran bahasa asing yg paling efektif adalah dg langsung praktik, bukan pasif. Seperti bayi yang selalu diajak ngobrol oleh orangtuanya langsung. Bahkan bayi bule usia 3 tahun sudah tahu cara menerapkan tensis (penggunaan verba yg berubah dg variabel waktu) spt present tense, future tense, past tense meski ga paham grammar. Bandingkan dg anak yg belajar bahasa Inggris di sekolah, selama 3 tahun di SMP masih belum bisa bicara dalam bahasa Inggris, masih kalah dg bayi bule usia 3 tahun? Artinya pendekatan belajar bahasa asing yg dilakukan di sekolah kurang tepat karena bersifat pasif (anak tidak diajak ngobrol) shg anak2 tidak dapat mempraktikkannya.
×