Sentence Level Sound Awareness Exercise System

Get the children to sing the song: Hey, the yellow butterfly .

The teacher guides the students to replace the sentence “ xòe đơn cánh ” with 3 phonemes to form a word. For example and model for the children, the teacher sings: “The sounds of the word (2 times), “ pin ” (2 times). What sound does the baby hear? (2 times). What letter is that? (2 times)”. When the last sentence is finished, the students shout out: That is the letter “ pin ”.

Then the teacher prepares the word cards so that when the students sing, they replace the phrase “spread their wings” with the names of the letters that the teacher gives them. When they finish singing the last sentence, the students shout out the found word. The teacher asks the students to write that word on the board and read it again.

Due to the characteristics of this song, we only use words made up of 3 phonemes such as: ban, den, doi, can , nam, ...

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(9) Game: Messy Postman

Objective: Train children in phoneme coordination skills to form words.

Describe :

The teacher writes some familiar words on paper in different colors corresponding to the phonemes of the word, cuts them up in different ways, and puts the cut-out pieces of each word into a plastic bag.

The teacher plays the role of a postman who goes to the door singing and brings letters to the children. But tells the children that the postman has left the contents of the letter scattered, so they should take out each piece and put it together to create a complete letter and read it out loud to everyone.

Initially, the words chosen are simple, when students know how to play, the words chosen are more complex, maybe adding 1 or 2 pieces that are not in the intended word to increase the children's skills. Some words if combined in a different order can still form meaningful words, at that time, the teacher guides the children to find other ways to combine.

Illustrative example

The teacher uses the words : mushroom, mushroom, oil, mark, lesson, long, cotton, storm, sun, short, etc.

to design this exercise.

(10) Game: Bingo

Objective : Children correctly recognize the words the teacher reads on the Bingo board.

Describe

Like the familiar Bingo game, children receive a card with 6 sounds/words containing sounds that children easily confuse or words that children often change when reading. The teacher reads the word, if the child's card has a word that the teacher reads, the child marks it. When the child has marked all 3 words in the horizontal row of the card, they shout out: "Bingo"

The teacher and students check to see if the children have correctly typed the words they have read.

Illustration

Some Bingo cards GV used in this topic are:

2.2.3. Sentence-level Sound Awareness Exercise System

(11) Game: Family from

Objective: Students combine sounds correctly to form words that match the meaning of the sentence.

Describe

The teacher prepares a series of sentences with a number of overlapping sounds/rhymes. In it, choose some words that either take only the rhyme part and leave out the initial sound or take only the initial sound and leave out the rhyme part. Give each child a series of sentences, asking them to read the sentence to find a letter to fill in the word with the missing initial/rhyme part. Then read the sentence out loud.

Illustrative example

The teacher uses some sentences (without underlining) as follows:

She sells stuffed animals .

Where do fireflies go every night ?

(12) Game: Pass the message

Objective: To help children memorize and write correctly short sentences with multiple occurrences of the sound.

b/d/q

Describe

Teachers prepare short, simple sentences containing words that students easily confuse. Divide students into 2 groups.

groups (you should find more students so that each group has 3 students). Give the first student of each group a card, which has a printed sentence.

The first student reads and memorizes the sentence. The teacher puts away the card and asks the student to repeat the sentence he just read to the person behind him. The last student to receive the “news” will write the sentence he heard on the board.

To make sure each student writes, the teacher needs to let the students play 2 to 3 times with different sentences.

each other

Illustration

The teacher uses the following short sentences when organizing this game:

“Cricket on the boat; Baby goes swimming; Red chili; Baby draws goat and cow; Firefly turns on the light,…”

2.2.4. Text-level Sound Awareness Exercise System

(13) Game: How many b's are there? (or other letters/rhymes)

Objective: Students will identify words in a sentence that begin with the same sound or contain the same rhyme after hearing the sentence read.

Describe

The teacher lets students read a short poem or nursery rhyme with many syllables starting with the letter b (or another letter or many words containing rhyming sounds that children often confuse) .

Then, the teacher asks students to listen to their friends read and count how many words start with the sound /b/ . Students state the words that start with the sound /b/ they have heard. The teacher writes them down, then students read the lesson again and the teacher explains the meaning of some words that students do not understand.

Illustration

Game: How many “b” sounds are there in the following poem?

cicadas cicadas summer is back, happy summer is back

summer is here, babydraw

littledrawing goat and cowno grass

Or text:

to he on the boat

to too ti te, to to to ti te

grandmahave all kinds of figurines

goat and cow figurinesgo by boat on grass leaves, to he rabbit, tiger go by boat on banyan leaves, to to ti te, to to ti te.

(14) Game: Find the lost sound

Objective: Students recognize and write correctly the missing word in the sentence they hear read based on the rhyme of the previous sentences and the meaning of the sentence.

Describe

The teacher reads a passage of text to the students. The teacher reads it a second time, leaving out the rhyming word of a sentence. The teacher asks the students to guess the missing word and write it on the board. Then the students look at the words on the board and read the words aloud.

Note: The rhymes or sounds are alliterated to focus on common errors in children with dyslexia. The exercises are also changed over time. Initially, the letters “disappear” simply and are easy to recognize. As students become more familiar with the material, the teacher changes the material to more difficult sentences.

Example:

CRICKET ON THE BOAT

crickets on the shoregrass

mother cricket, father cricket , baby cricket

go by boatgrass leaves, is la la leaves.

It's sunny[to distinguish from short ]

Suddenlysuddenly rain

The royal poinciana trees on the street are shining green.

2 The above materials are extracted from the documents of Nguyen Thi Ly Kha and Pham Hai Le.

2.3. DIFFICULTY, RELIABILITY AND VALUE OF THE EXERCISE

2.3.1. Difficulty

Determining the difficulty of the exercise is extremely necessary. Because questions with appropriate difficulty will ensure that the results obtained during the experiment reflect the child's ability. At the same time, questions that are not too difficult or too easy have a great influence on the child's interest in the learning process.

When it comes to difficulty , we have to consider the question is difficult for whom. By testing on suitable students, one can determine the difficulty as follows:

Divide students into 3 groups:

- Excellent group: includes 27% of students with the highest scores of the exam.

- Poor group: Includes 27% of students with low scores in the exam.

- Average group: Includes 46% of the remaining students, regardless of the two groups above. Then the coefficient of difficulty of the question (K) is calculated as follows:

K = NG + NK 2n . 100%

NG: Number of students in the good group who answered the question correctly NK: Number of students in the poor group who answered the question correctly n: Total number of students in the good group (or poor group).

The difficulty scale is defined as follows:

- Easy questions: 80% - 100% of students answered correctly.

- Average question: 60% - 79% of students answered correctly.

- Relatively difficult questions: 40% - 59% of students answered correctly.

- Difficult questions: 20% - 39% of students answered correctly.

- Very difficult question: less than 20% of students answered correctly.

If: K from 25% - 75%: use normally; K from 10% - 25% and 75% - 89%: use with caution; K = 90% do not use.

In this topic, the questions of the exercise system as well as the survey forms are tested and calculated according to the above formula and the K value is within 25%.

- 75%, so it can ensure the appropriate difficulty for students.

2.3.2. Reliability

Reliability is a measure of the accuracy of a measurement using a given set of questions [10].

Reliability is arguably one of the most essential criteria for a good test. Harrison (1983) considers reliability to be the consistency with which a test accurately measures a subject at different times. Statistical mathematics provides several methods for calculating the reliability of a test: either based on the stability of results between two measurements of the same group of subjects or based on the correlation between results of similar parts of a task.

R tt = 1 –

x – (K – x)

K (SD) 2

The formula for calculating reliability is based on the correlation between the results of similar components in a test.

In there:

x is the average

SD 2 is the square of the standard deviation K is the number of questions in the test.

A reliable test is a test with a reliability of 0.6 < R tt < 1.0.

The questions in the exercise system have been tested and calculated to have R tt within the accepted limits.

2.3.3. Value

The most important requirement of a test as a measurement in education is that it measures what it is supposed to measure. A measurement by a test that achieves that goal is a valid measurement. The value of an exercise is a quantity that represents the level of achievement of the proposed goal for measurement by the test.

To have a high value of the test, it is necessary to carefully determine the objectives that need to be presented through the test and to adhere to those objectives in the process of building the test, the test question bank also organizes the test. If the above process is not implemented correctly, there is a possibility that the measurement results will reflect something other than what we want to measure through the test. One of the methods to determine the value of the test is to calculate whether the results of that test on a group of students are closely correlated with the learning outcomes at a higher level of that group of students.

The exercises in this topic are built on specific, clear objectives and have been tested with a group of students over a period of 1 month and shown to correlate with their learning outcomes.

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