早期失聪儿童的阅读能力

JIV-Jurnal Ilmiah Visi Pub Date : 2018-12-04 DOI:10.21009/JIV.1302.2

Murni Winarsih

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引用次数: 0

摘要

本文的目的是概述雅加达DKI特殊幼儿园中听力障碍儿童的早期阅读能力。这项研究的动机是由于听力障碍儿童所拥有的语言局限性，因为他们经历了听力障碍。由于听力障碍，听力障碍儿童并没有经历语言的习得，所以他们会遇到各种各样的问题，其中之一就是学习阅读。有听力障碍的儿童在学习阅读时通常会使用视觉。聋哑儿童的阅读开始于通过图像识别单词和以可视化形式书写的过程。使用的研究方法是案例研究。本研究于2017年3月至4月在盘古地鲁胡尔特殊学校进行。根据研究结果，听力障碍儿童的阅读能力仍然较低，名词阅读能力在阅读开头中占主导地位，因此需要使用专门设计的阅读开头的特殊介质进行优化。参考文献Allen, k.e.， & Cowdery, g.e.(2009)。特殊儿童:幼儿教育的包容性。克利夫顿公园，纽约州:汤姆森德尔玛学习。Bunawan, L.， & Yuwati, C.S.(2007)。pemerolhan bahasa tunarungu。雅加达:Yayasan Santirama。查德，D. J，奥斯本，J.(2012)。早期阅读计划中的自然拼读法和单词识别教学:可及性指南。diesdari http://www.readingrockets.org/article/phonics-andword-recognitionÂ & instructions -early readingprograms-guidelines- accessibility pagalgal . 24 market 2017 Choate，等。(1992)。课程基础评估与规划。美国:阿林和培根。Endaswara, S.(2012)。方法学的翻译结果:日惹:日惹大学出版社。Santrock, J.W.(2008)。Psikologi pendidikan。雅加达:Kencana。乔，J.L.(2013)。Peningkatan kemampuan membaca permulaan melalui permanfaatan multimedia。医学杂志，7(1)，17-48。https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A.(2010)。Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara日惹。植物医学杂志，10(1)，29-36。http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M.(2007)。我是说，我是说，我是说，我是说，我是说。雅加达:Depdiknas Dirjen Dikti。Winarsih, M.(2017)。Membaca视频untuk siswa tunarungu。杂志导读，31(2)，130-133。doi: https://doi.org/10.21009/PIP.312.8

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KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning. References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognitionÂ¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017 Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon. Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press. Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana. Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8

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