Documente Academic
Documente Profesional
Documente Cultură
This article focus on phonological processing defining and describing its main components:
phonological awareness, phonemic awareness. Phonological awareness along with its
subdivisions phoneme awareness, syllable awareness, rhythm awareness, word awareness
and sentence awareness are also detailed by presenting a series of researchers focused on
them. Specific differences are also, revealed, mainly at the level of phonemic and
phonological awareness. All these aspects are treated in terms of educational implications,
being given a series of educational directions and assessment procedures, tests used for
diagnosing the deficits in phonological processing fields.
phonological processing, phonological awareness, phonemic awareness, reading-writing abilities, assessing
phonological awareness
1. Abordri preliminare
Aprut n jurul anilor 1970, conceptul de
contiin fonologic a fost utilizat din ce n ce
mai frecvent n legtur cu problematica
achiziiei scris-cititului, a dificultilor de nvare
i, implicit, a tulburrilor de la nivelul limbajului
oral (Borel-Maisonny, 1967 apud Burlea, 2007;
Verza, 2003). Contiina fonologic se refer la
un anumit tip de cunoatere metalingvistic,
avnd drept obiect de studiu structura fonologic
a limbajului.
Contiina fonematic reprezint un element
de specificitate a sistemului de scriere alfabetic,
manifestndu-se discret n faza preabecedar, dar
dezvoltndu-se continuu, ca parte a procesului de
nvare a limbii scrise. Contiina fonematic,
cea care nglobeaz i noiunea de auz fonematic,
reprezint un indicator sensibil al viitoarei
expuneri la regulile de codificare ale sistemului
alfabetic i este deficitar la copiii cu dificulti
de nvare (Snow, Burns and Griffin, 1998 apud
Chard, Dickson, 1999).
V. Abordare conclusiv
Pornind de la datele colectate din literatura de
specialitate considerm important elaborarea
unor sarcini care s faciliteze evaluarea
componentelor procesrilor i n limba romn.
Aceste sarcini vor focaliza asupra tuturor
subcomponentelor
procesrilor
fonologice:
contiina rimei, contiina fonemului i a silabei,
contiina cuvntului, contiina propoziiei (vezi
anexa 1).
Aceste sarcini pot fi adaptate nivelului de
dezvoltare a categoriei de copii crora li se
adreseaz i pot fi aplicate att individual, sub
forma unui probe formative, ct i n grup, sub
forma unor probe de evaluare, menite s
stabileasc nivelul de dezvoltare a abilitilor de
procesare fonologic a celor evaluai. Urmeaz ca
cercetrile viitoare s delimiteze un instrument
integrat att pentru screening-ul, ct i pentru
diagnosticul tulburrilor fonologice i n limba
romn, instrument care s aib validitate pentru
populaia
romneasc.
Bibliografie
Anca, M. (2007). Logopedie, Presa Universitar Clujean, ClujNapoca.
Anca, M., Haegan, C. (2008). Terapia limbajului. O abordare
interdisciplinar, Presa Universitar Clujean, ClujNapoca.
Adams, M.J. (1990). Beginning to Read: Thinking and
Learning about Print, MIT Press, Cambrige.
Ashby, J., Dix, H., Bontrager, M., Dey, R., & Archer, A.
(2013). Phonemic Awareness Contributes to Text Reading
Fluency: Evidence From Eye Movements. School
Psychology Review, 42(2), 157-170.
Burlea, G. (2007). Tulburrile limbajului scris-citit, Editura
Polirom, Iai.
Chard, D. J.; Dickson, S. V. (1999). Phonological Awareness:
Instructional Assessment Guidelines, in Intervention in
School and Clinic Volume 34, Number 5 pp. 261-270
Copyright 1999 by PRO-Ed, Inc,
http://www.ldonline.org/article/6254/.
Gal, E., & Orban, R. (2013). The Relationship between the First
Language Phonological Awareness and the Second
Language Reading Ability and the Cross-language Transfer
of the First Language Phonological Skills. Transylvanian
Journal of Psychology, 14(2), 173-193.
Leyva, D., Sparks, A., & Reese, E. (2012). The Link between
Preschoolers' Phonological Awareness and Mothers' BookReading and Reminiscing Practices in Low-Income
Families. Journal of Literacy Research, 44(4), 426-447.
Paul, R. (2007). Language Disorders from Infancy through
Adolescence: Assessment and Intervention, 3rd Edition,
Mosby-Year Book, St. Louis.
Cas
Pun
Pat
Sar
Bine
Cal
Rana
Lin
Tare
Vulpe
Nac
Nar
Plcinte
Salt
A-F
A-F
A-F
A-F
A-F
A-F
A-F
A-F
A-F
A-F
A-F
Doc
Buiac
Ras
Aminte
Arat
Zglobiu
Anotimp
Zero
Chiuvet
Baie
Harp
Ambulan
6. Construiete cuvinte dup model
Model: despacheta
Des
n
m
Pre
7. Categorii lexicale-Enumer ct mai repede componente ale acestei categorii
Mobilier
mbrcminte
Fructe
Legume
Instrumente de scris
Unelte agricole
Animale slbatice
Animale domestice
nclminte
Flori
8. Scrie dup dictare (cuvinte care conin grupurile de sunete che, ghe, chi, ghi,
ce, ge. ci, gi).
Exemple de cuvinte: ghiozdan, ghimpe, cirea, cimbru, chenar, anchet, ghemuit, gherghef,
chitar, unchi, ceap, aceton, gelatin, ager, gimnast, agitat.
9. Gsete perechile care rimeaz
Sat
Mas
Inim
Pun
Sus
Adun
Minim
Pus
Pas
Lat
10. Enumer ct mai multe cuvinte, ntr-un minut, care ncep cu sunetele
F
Z
B
C
R
10
Aciuni
11