Exemplos de uso de Syllabic segmentation em Inglês e suas traduções para o Português
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Syllabic segmentation S2.
The child should raffle a figure and say a word that corresponded to an alliteration,rhyme or syllabic segmentation.
Syllabic segmentation: the child has to divide a word spoken by the examiner into its component syllables;
The identification of words that rhyme and syllabic segmentation are two other tests that are part of this structure.
In the syllabic segmentation task, the equal performance between the groups, considered satisfactory, is a result that agrees with Morais et al.
In the first six sessions of Phase II,stimulation of reading and training of phrase and syllabic segmentation were conducted as described in Phase I, but using the last six books of the“Coleção Estrelinha”.
That the syllabic segmentation ability seems to be present in children independently of the writing development.
After reading, using the book read as a reference, each child was requested to perform the segmentation of three phrases and the syllabic segmentation of three words- one monosyllabic, one disyllabic, and one trisyllabic.
For the non-readers group,the task of syllabic segmentation was considered an easy task, the syllabic identification a task of medium difficulty, and the tasks of syllabic implementation, subtraction and identification of phonemes were considered very difficult.
It is worth highlighting that the results of the scores on the four tests,presented closer results among themselves, with the exception of the syllabic segmentation test, in which the mean value was higher in male children, 8.22±2.3 vs 7.00±2.8, as shown in Table 4.
In this sense, the use of syllabic segmentation activities with the initial group had the aim to draw students' attention to the fact that words are composed by smaller sound segments, and that their manipulation might not only change the position of the words, but also create new words.
It is composed by ten subtests: Syllabic Synthesis; Phonemic Synthesis; Rhyme;Alliteration; Syllabic Segmentation; Phonemic Segmentation; Syllabic Manipulation; Phonemic Manipulation; Syllabic Transposition; Phonemic Transposition.
Although they did not analyze SASD ability, other authors demonstrated that the performance in phonological awareness exercises andthe severity of phonological disorders are associated within the task of syllabic segmentation, and not in other abilities of phonological awareness synthesis, manipulation, and transposition.
The following tasks were presented for training during the sessions:syllabic synthesis one session, syllabic segmentation one session, identification of the initial syllable one session, rhyme identification one session, production of a word with a given syllable one session, identification of the medial syllable two sessions, rhyme production two sessions, syllable exclusion two sessions, and syllable transposition two sessions.
In the studied sample, the group presented relatively high percentages of aspects of syllabic synthesis, rhyme,alliteration and syllabic segmentation; unlike aspects of phonemic synthesis, segmentation, manipulation and transposition, which were relatively low.
This version was composed of the following subtests: reading words and non-words, rhyme,alliteration, syllabic segmentation, auditory discrimination, repetition of words and non-words, numbers game inverted, rapid automatized naming pictures and rapid automatic naming of digits.
In phonological awareness skill we can verify that there was statistical difference for the subtests of alliteration,rhyme and syllabic segmentation in pre and post-test, suggesting that the interventive work with phonological skills resulted in increased average performance of phonological skills.
The phonological awareness tasks include segmentation of sentences in words T1; nominal realism T2; rhyme detection T3;syllabic synthesis T4; syllabic segmentation T5; syllable detection T6;syllabic reversion T7; phonemic exclusion T8; phoneme detection T9; phonemic synthesis T10; phonemic segmentation T11 and phonemic reversion T12.
In the phonological awareness test, we decided to group the performances obtained in the phoneme synthesis, phonemic and manipulation segmentation, syllables synthesis, segmentation and syllabic manipulation and rhyme and alliteration to facilitate analysis.
When comparing the performance average of both groups on each subtest, it is interesting to highlight that, although the results did not reveal statistically significant differences,we verified that monolingual children had better performances on two PA skill tests: word segmentation and syllabic reversal Tables 1 to 3.