Disleksia dalam Aspek Bacaan Bahasa Melayu

Noor Aina Dani dan Vijayaletchumy Subramaniam

Abstrak

Kajian dijalankan di sebuah sekolah rendah kebangsaan dan subjek kajian terdiri daripada murid Melayu tahap dua. Teori Sindrom Disleksia oleh Levinson (1994) diterapkan dalam penyelidikan ini. Dapatan kajian menunjukkan kebanyakan murid yang dikaji tergolong dalam kategori disleksia visual atau disleksia auditori. Murid disleksia visual sukar belajar melalui gambaran pandang kerana rnereka tidak dapat rnengekal­kan imej sesuatu perkataan yang lengkap. Mereka sesuai didedahkan kepada pendekatan analisis fonetik dalam pembelajaran bacaan. Mu­rid disleksia auditori mengalami rnasalah pengamatan pendengaran. Oleh itu, mereka lemah tanggapan dan ingatan. Mereka perlu diberi pendekatan bentuk visual dalam pembelajaran bacaan.  Terdapat beberapa kaedah pembelajaran bacaan yang sesuai untuk murid disleksia di Malaysia. Antaranya ialah kaedah Orton Gillingham, pemulihan pembalikan huruf, dan pemulihan untuk huruf terbalik. Semua kaedah ini mempunyai teknik yang tersendiri.

Abstract

This research has been carried out in a national primary school and the subjects are Malay pupils in level two. Dyslexia Syndrome Theory by Levinson (1994) is applied in this research. The result shows that most of the pupils included in this research can be classified under the category of visual dyslexia or auditory dyslexia. Visual dyslexics face difficulty in learning through visualizing objects because of their in­ability to retain the image of a word holistically. It is more appropriate to expose them to the phonetic analysis approach while learning read­ing. An auditory dyslexics experience difficulty in observing hearing. Therefore, they are weak in perceiving and memorizing. The visual approach in learning reading need to be applied to them. There are several methods of learning reading which are suitable for dyslexic pupils in Malaysia such as Orton-Gillingham method, rmedial for reverse letters, and remedial for inverse letters. These meth­ods possessed their own techniques.

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