{"id":10046,"date":"2021-11-02T14:55:13","date_gmt":"2021-11-02T13:55:13","guid":{"rendered":"https:\/\/lifelonghearing.com\/?p=10046"},"modified":"2025-04-16T12:36:42","modified_gmt":"2025-04-16T12:36:42","slug":"te-mesosh-per-te-lexuar-me-ose-pa-probleme-degjimi","status":"publish","type":"post","link":"https:\/\/lifelonghearing.com\/sq\/te-mesosh-per-te-lexuar-me-ose-pa-probleme-degjimi\/","title":{"rendered":"T\u00eb m\u00ebsosh p\u00ebr t\u00eb lexuar – me ose pa probleme d\u00ebgjimi"},"content":{"rendered":"

T\u00eb m\u00ebsosh t\u00eb lexosh shum\u00eb shpejt me ushtrime t\u00eb thjeshta<\/h1><\/div>

Leximi dhe shkrimi jan\u00eb pikat kryesore n\u00eb shkoll\u00ebn fillore dhe baza p\u00ebr shkollimin e m\u00ebvonsh\u00ebm. Mb\u00ebshtetja e mir\u00eb p\u00ebr shok\u00ebt e klas\u00ebs me d\u00ebgjim t\u00eb d\u00ebmtuar p\u00ebrfshin pajisje ndihm\u00ebse q\u00eb p\u00ebrshtaten shum\u00eb mir\u00eb, ushtrime p\u00ebr t\u00eb dalluar tingujt dhe motivimi i duhur p\u00ebr t\u00eb lexuar.<\/strong><\/p>\n<\/div>

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\u201cLeximi dhe shkrimi jan\u00eb k\u00ebrkesat minimale sot,\u201d thot\u00eb Ursula Baatz, p\u00ebrgjegj\u00ebse shkencore e simpoziumit t\u00eb D\u00fcrnstein mbi edukimin. Ajo parashikon se personat q\u00eb nuk kan\u00eb aft\u00ebsi t\u00eb avancuara p\u00ebr t\u00eb lexuar dhe shkruar do t\u00eb ken\u00eb v\u00ebshtir\u00ebsi t\u00eb m\u00ebdha p\u00ebr t\u00eb gjetur vendin e tyre n\u00eb tregun e pun\u00ebs. N\u00eb thelb, arsimi dhe trajnimet e m\u00ebtejshme bazohen tek shkrim-leximi. Dhe lexim-shkrimi \u00ebsht\u00eb i r\u00ebnd\u00ebsish\u00ebm n\u00eb jet\u00ebn e p\u00ebrditshme dhe arg\u00ebtimi po ashtu.<\/p>\n

Joanna Shepherd \u00ebsht\u00eb shefja e skuadr\u00ebs s\u00eb rehabilitimit tek MED-EL. Ajo thekson nd\u00ebrveprimin e ngusht\u00eb midis t\u00eb kuptuarit e gjuh\u00ebs s\u00eb tingujve, t\u00eb kuptuarit t\u00eb leximit, dhe aft\u00ebsive e t\u00eb treguarit. \u201cGjuha, informacioni i organizuar, memorja verbale dhe t\u00eb kuptuarit kognitiv jan\u00eb aft\u00ebsit\u00eb q\u00eb i nevojiten nj\u00eb f\u00ebmije kur p\u00ebrfshihet n\u00eb nj\u00eb histori \u2013 n\u00ebse ato d\u00ebgjojn\u00eb, lexojn\u00eb, tregojn\u00eb ose e shkruajn\u00eb at\u00eb.\u201d<\/p>\n

Memoria d\u00ebgjimore gjithashtu mund t\u00eb d\u00ebmtohet pavarsisht aft\u00ebsis\u00eb s\u00eb d\u00ebgjimit. \u201cPor, tashm\u00eb kam v\u00ebn\u00eb re se shum\u00eb f\u00ebmij\u00eb me d\u00ebgjim t\u00eb d\u00ebmtuar kan\u00eb nevoj\u00eb p\u00ebr m\u00eb shum\u00eb p\u00ebrs\u00ebritje\u201d, shpjegon Michaela Velissaris, m\u00ebsuese p\u00ebr student\u00ebt me d\u00ebgjim t\u00eb d\u00ebmtuar n\u00eb Vien\u00eb. \u201cNdryshimi i tingullit zhvillohet tek f\u00ebmij\u00ebt me d\u00ebgjim normal n\u00eb mosh\u00ebn parashkollore. Kur f\u00ebmij\u00ebt kan\u00eb nj\u00eb problem me zhvillimin e d\u00ebgjimit ata nuk mund t\u00eb jen\u00eb akoma t\u00eb vet\u00ebdijsh\u00ebm t\u00eb b\u00ebjn\u00eb dallimin dhe t\u00eb kombinojn\u00eb tingujt.\u201d<\/p>\n

Metodat e ndryshme t\u00eb m\u00ebsimit<\/h2>\n

Nicole Supper jep m\u00ebsim n\u00eb nj\u00eb nga shkollat fillore n\u00eb Vien\u00eb. \u201cM\u00ebsuesja vendos se cil\u00ebn metod\u00eb m\u00ebsimi klasa do t\u00eb p\u00ebrdor p\u00ebr leximin. Kjo gjithashtu varet nga abetarja e ve\u00e7ant\u00eb n\u00eb p\u00ebrdorim.\u201d Ka nj\u00eb dallim midis metodave analitike dhe sintetike. P\u00ebr shembull, metoda klasike e shqiptimit i p\u00ebrket metod\u00ebs sintetike: F\u00ebmij\u00ebt n\u00eb fillim m\u00ebsojn\u00eb shkronjat, pastaj i vendosin fjal\u00ebt s\u00eb bashku. \u201d Kisha nj\u00eb f\u00ebmij\u00eb q\u00eb lexonte \u201d M-a-m-i\u201d n\u00eb v\u00ebnd t\u00eb \u201cMami\u201d p\u00ebr nj\u00eb koh\u00eb t\u00eb gjat\u00eb\u201d, buz\u00ebqesh m\u00ebsuesja e shkoll\u00ebs. Ja pse tani bashting\u00ebllor\u00ebt shqiptohen pa nj\u00eb zanore kur g\u00ebrm\u00ebzohen k\u00ebshtu M, nuk shqiptohet \u201cM\u00ebja\u201d por \u201cMmm\u201d.<\/p>\n

M\u00ebnyra sintetike e t\u00eb m\u00ebsuarit gjithashtu p\u00ebrfshin metodat fonetike q\u00eb jan\u00eb kryesisht t\u00eb orientuara tek tingujt e fjal\u00ebve t\u00eb folura. Shembulli i k\u00ebsaj mund t\u00eb jet\u00eb metoda fillestare e tingullit: shkronjat m\u00ebsohen duke p\u00ebrdorur nj\u00eb fjal\u00eb q\u00eb fillon me tingullin p\u00ebrkat\u00ebs: \u201cM si mami\u201d. Metodat sintetike kan\u00eb t\u00eb p\u00ebrbashk\u00ebt progresin e tyre e cila \u00ebsht\u00eb nj\u00eb kombinim i shkronjave teke ose tingujve n\u00eb leximin koerent.<\/p>\n

Nga ana tjet\u00ebr, metodat analitike marrin t\u00eb gjith\u00eb fjal\u00ebt ose fjalit\u00eb e shkurtra si pik\u00eb fillimi. P\u00ebr shembull, duke krahasuar fjal\u00ebt gjyshi dhe gjyshja p\u00ebr t\u00eb njohur shkronjat. \u201cKjo \u00ebsht\u00eb nj\u00eb metod\u00eb p\u00ebr f\u00ebmij\u00ebt me performanc\u00eb m\u00eb t\u00eb lart\u00eb, e cila \u00ebsht\u00eb edhe arsyja pse disa klasa ndjekin k\u00ebt\u00eb m\u00ebnyr\u00eb\u201d shpjegon Supper. \u201cMetodat fonetike p\u00ebrdoren m\u00eb shpesh por gjithashtu m\u00ebnyra t\u00eb ndryshme n\u00eb kombinim.\u201d<\/p>\n

Nga leximi tek t\u00eb kuptuarit<\/h2>\n

\u201cF\u00ebmij\u00ebt me d\u00ebgjim t\u00eb d\u00ebmtuar mund t\u00eb p\u00ebrfitojn\u00eb nga metodat ter\u00ebsore, por pjesa m\u00eb e madhe e f\u00ebmij\u00ebve me nj\u00eb\u00a0implant koklear<\/a>\u00a0gjithashtu nuk kan\u00eb probleme me m\u00ebnyr\u00ebn bazuar tek fonetika. Koh\u00ebt e fundit, kombinimi i fonemave me shkronjat nuk mund t\u00eb anashkalohet shpjegon Velissaris nga eksperienca e saj. \u201cP\u00ebr tingujt q\u00eb nuk dallohen mir\u00eb, l\u00ebvizje t\u00eb caktuara ose shenja mund t\u00eb ndihmojn\u00eb.<\/p>\n

Pavar\u00ebsisht aksesit, q\u00ebllimi p\u00ebr t\u00eb gjith\u00eb f\u00ebmij\u00ebt \u00ebsht\u00eb t\u00eb zhvillohet leximi holistik nga tingujt dhe njohja e fjal\u00ebve \u201cP\u00ebr fatin e keq, disa lexojn\u00eb libra duke p\u00ebrdorur fjalor t\u00eb gjer\u00eb q\u00eb ndonj\u00ebher\u00eb e tejkalon fjalorin e f\u00ebmij\u00ebve \u2013 ve\u00e7an\u00ebrisht f\u00ebmij\u00ebt me d\u00ebgjim t\u00eb d\u00ebmtuar,\u201d Velissaris e pranon nj\u00eb rrezik \u201cq\u00eb f\u00ebmij\u00ebt at\u00ebher\u00eb fillojn\u00eb t\u00eb lexojn\u00eb mekanikisht dhe nuk e kuptojn\u00eb tekstin q\u00eb lexojn\u00eb.<\/p>\n

\u201cMe nj\u00eb nga nx\u00ebn\u00ebsit e mi t\u00eb klas\u00ebs s\u00eb par\u00eb, kisha v\u00ebn\u00eb re tashm\u00eb n\u00eb fund t\u00eb tetorit se p\u00ebrve\u00e7 praktik\u00ebs p\u00ebrs\u00ebrit\u00ebse, ai kishte probleme n\u00eb dallimin e shkronjave dhe lidhjen e shkronjave me tingujt\u201d sjell nd\u00ebrmend Supper . Kjo mund t\u00eb shkaktohet nga problemet me memorjen ose dallimin pamor ose akustik. Kjo e fundit varet gjithashtu tek aft\u00ebsia e d\u00ebgjimit Kujdestarja e p\u00ebrkushtuar rekomandon se prind\u00ebrit e f\u00ebmij\u00ebve q\u00eb jan\u00eb t\u00eb prekur k\u00ebrkojn\u00eb sqarim t\u00eb menj\u00ebhersh\u00ebm t\u00eb problemit nga specialist\u00ebt.<\/p>\n

D\u00ebgjimi i mir\u00eb ndihmohet me leximin<\/h2>\n

\u201cNe duhet t\u00eb tregojm\u00eb kujdes t\u00eb ve\u00e7ant\u00eb kur shpjegojm\u00eb gramatik\u00ebn me shum\u00eb detaje.\u201d Supper ka eksperienc\u00ebn q\u00eb jo vet\u00ebm f\u00ebmij\u00ebt q\u00eb jan\u00eb m\u00ebsuar me nj\u00eb gjuh\u00eb e cila \u00ebsht\u00eb gjuha e dyt\u00eb e tyre, kryejn\u00eb m\u00eb shum\u00eb gabime gramatikore n\u00eb jet\u00ebn e tyre t\u00eb p\u00ebrditshme. Por eksperienca e saj tregon gjithashtu se \u201cn\u00ebse m\u00ebsuesja flet n\u00eb m\u00ebnyr\u00eb shum\u00eb korrekte, f\u00ebmij\u00ebt shum\u00eb shpejt p\u00ebrvet\u00ebsojn\u00eb k\u00ebt\u00eb shqiptim t\u00eb sakt\u00eb.\u201d Me kusht, sigurisht q\u00eb k\u00ebto f\u00ebmij\u00eb mund t\u00eb d\u00ebgjojn\u00eb dhe dallojn\u00eb tingujt dhe fonemat.<\/p>\n

\u201cP\u00ebr gjuh\u00ebt me nj\u00eb alfabet\u201d siq n\u00eb gjuh\u00ebn angleze, \u201cperceptimi i fonemave n\u00eb nj\u00eb fjal\u00eb t\u00eb shkruar gjithashtu mb\u00ebshtet kuptimin e logjik\u00ebs tek fjala e shkruar,\u201d shpjegon specialistja e rehabilitimit Shepherd. Ata q\u00eb mund t\u00eb dallojn\u00eb tingujt e nj\u00eb fjale dhe i lidhin me simbolet e tyre, shkronjat, mund t\u00eb shkruajn\u00eb fjal\u00ebt me p\u00ebraf\u00ebrsisht n\u00eb m\u00ebnyre korrekte. K\u00ebshtu, d\u00ebgjimi i mir\u00eb \u00ebsht\u00eb i r\u00ebnd\u00ebsish\u00ebm p\u00ebr zhvillimin e gjuh\u00ebs s\u00eb shkruar korrekt. P\u00ebr nx\u00ebn\u00ebsit me d\u00ebgjim t\u00eb d\u00ebmtuar, kjo n\u00ebnkupton q\u00eb pajisjet e d\u00ebgjimit me kualitet t\u00eb mir\u00eb tingulli dhe parametra t\u00eb optimizuara jan\u00eb thelb\u00ebsore.<\/p>\n

Shepherd e krahason k\u00ebt\u00eb me terapin\u00eb p\u00ebr f\u00ebmij\u00ebt e rritur dhe p\u00ebr t\u00eb rriturit, ku kjo funksionon anasjelltas. \u201cN\u00eb k\u00ebt\u00eb rast, gjuha e shkruar ndihmon t\u00eb kuptuarit e t\u00eb folur\u00ebs\u201d<\/p>\n

Librat ndihmojn\u00eb aft\u00ebsit\u00eb e t\u00eb lexuarit<\/h2>\n

\u201cShum\u00eb faktor\u00eb ndikojn\u00eb se sa e sukseshme \u00ebsht\u00eb p\u00ebrvet\u00ebsimi i gjuh\u00ebs s\u00eb shkruar, \u201cshpjegon Joanna Shepherd, duke p\u00ebrmendur zhvillimin dhe njohurin\u00eb e p\u00ebrgjithshme t\u00eb gjuh\u00ebs, memorjen pamore dhe akustike dhe \u201cnd\u00ebrgjegj\u00ebsimin fonologjik\u201d midis t\u00eb tjerave. Kjo i referohet aft\u00ebsis\u00eb p\u00ebr t\u00eb p\u00ebrceptuar me vet\u00ebdije dhe dalluar pjes\u00ebt e t\u00eb folur\u00ebs, p\u00ebr shembull, ndarjen e fjal\u00ebve n\u00eb rrokje dhe tinguj dhe anasjelltas t\u00eb vendosen ato s\u00eb bashku n\u00eb fjal\u00eb. R\u00ebnd\u00ebsia e pro\u00e7esit fonologjik e struktur\u00ebs s\u00eb t\u00eb folur\u00ebs \u00ebsht\u00eb gjithashtu e dokumentuar n\u00eb nj\u00eb studim nga psikologu Karin Landerl, psikolog p\u00ebr zhvillim nga Graz [1]<\/a><\/p>\n

Shepherd i referohet studimeve t\u00eb shumta mbi p\u00ebrvet\u00ebsimin e shkrim-leximit tek f\u00ebmij\u00ebt me d\u00ebgjim normal dhe d\u00ebgjim t\u00eb d\u00ebmtuar [2]<\/a>: \u201cEksperienca t\u00eb p\u00ebrbashk\u00ebta mbi leximin promovojn\u00eb aspekte t\u00eb r\u00ebnd\u00ebsishme t\u00eb shkrim-leximit.\u201d Ajo \u00e7far\u00eb n\u00ebnkuptohet k\u00ebtu nuk \u00ebsht\u00eb vet\u00ebm duke shikuar dhe lexuar imazhet dhe tekstet s\u00eb bashku por gjithashtu p\u00ebrmbledhja dhe diskutimi i tyre. [3]<\/a><\/p>\n

Duke treguar me gishtin ton\u00eb se \u00e7far\u00eb jemi duke lexuar i b\u00ebn f\u00ebmij\u00ebt t\u00eb vet\u00ebdijsh\u00ebm se si ne t\u00eb marrim informacionin ton\u00eb nga teksti i shkruar. Dhe gjithashtu ndihmon gradualisht t\u00eb filloj t\u00eb njoh\u00eb shkronjat e fjal\u00ebve m\u00eb t\u00eb p\u00ebrdorura kryesisht.<\/p>\n

\u201cPas gjith\u00eb k\u00ebsaj, q\u00ebllimi i lexim-shkrimit \u00ebsht\u00eb t\u00eb lexohen librat\u201d thot\u00eb Shepherd. Gjuha e shkruar \u00ebsht\u00eb gjithashtu nj\u00eb mbart\u00ebs i informacionit n\u00eb jet\u00ebn e p\u00ebrditshme: ku t\u00eb gjejm\u00eb nj\u00eb dhom\u00eb pritje, kur vjen autobusi tjet\u00ebr ose se \u00e7far\u00eb filmi do t\u00eb shfaqet n\u00eb kinema. Psikologia \u00ebsht\u00eb e sigurt\u00eb q\u00eb madje f\u00ebmij\u00ebt m\u00eb t\u00eb vegj\u00ebl mund ta kuptojn\u00eb k\u00ebt\u00eb: \u201cPas k\u00ebsaj, \u00e7do gj\u00eb rreth nesh ka etiketa! Po ashtu, konceptet personale mund t\u00eb p\u00ebrfaq\u00ebsohen nga fjal\u00ebt e shkruara.\u201d P\u00ebr shembull, emri i tyre, shkronjat e supermarketeve lokale ose nj\u00eb fjal\u00eb e p\u00ebrs\u00ebritur shpesh n\u00eb nj\u00eb fotografi libri.<\/p>\n

T\u00eb arg\u00ebtohesh me gjuh\u00ebn<\/h2>\n

Kush nuk e di k\u00ebng\u00ebn \u201d Ajo shet guacka deti pran\u00eb bregut t\u00eb detit?\u201d. Kjo gjuh\u00eb e pakuptueshme \u00ebsht\u00eb e ashtuquajtur aliteracion \u2013 nj\u00eb grup fjal\u00ebsh q\u00eb p\u00ebrs\u00ebriten. Gjithashtu, ka disa loj\u00ebra fjal\u00ebsh t\u00eb shumta si vjershat. Shepherd shpjegon r\u00ebnd\u00ebsin\u00eb e tyre terapeutike: \u201cF\u00ebmij\u00ebt me humbje d\u00ebgjimi ndonj\u00ebher\u00eb humbasin nj\u00eb pjes\u00eb t\u00eb nj\u00eb fjale. N\u00ebse ato nuk mund t\u00eb d\u00ebgjojn\u00eb mir\u00eb akoma, ato shpesh humbasin zanafill\u00ebn e informacionit. Kur ne luajm\u00eb me k\u00ebto fjal\u00eb, theksojm\u00eb rim\u00ebn ose aliteracionin, \u00e7far\u00eb ata d\u00ebgjojn\u00eb b\u00ebhet m\u00eb e thjesht\u00eb e kuptueshme nga k\u00ebto f\u00ebmij\u00eb.\u201d<\/p>\n

Ve\u00e7 k\u00ebsaj, \u00ebsht\u00eb e r\u00ebnd\u00ebsishme p\u00ebr p\u00ebrvet\u00ebsimin e gjuh\u00ebs s\u00eb shkruar q\u00eb fjalit\u00eb jan\u00eb p\u00ebrceptuar n\u00eb termat e komponenteve t\u00eb tyre- fjal\u00eb, dhe k\u00ebto formuar nga bashk\u00ebting\u00ebllore dhe tinguj \u2013 t\u00eb ashtuquajturat fonema. Vet\u00ebm at\u00ebher\u00eb tingujt e linguistik\u00ebs mund t\u00eb paraqiten si shkronja dhe t\u00eb vendosen s\u00eb bashku p\u00ebr t\u00eb formuar fjal\u00eb dhe fjali. Ky nd\u00ebrgjegj\u00ebsim mund t\u00eb p\u00ebrvet\u00ebsohet n\u00ebp\u00ebrmjet loj\u00ebs.<\/p>\n

N\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb k\u00ebshtu k\u00ebng\u00ebt e f\u00ebmij\u00ebve kthehen n\u00eb nj\u00eb loj\u00eb duke hequr fjal\u00ebt dhe z\u00ebv\u00ebnd\u00ebsuar bashting\u00eblloret me duartrokitje ose gum\u00ebzhima: \u201cNj\u00eb marinar i vog\u00ebl lundroi n\u00eb t\u00eb gjith\u00eb bot\u00ebn b\u00ebhet: \u201cNj\u00eb mm-mm Mmm-Mm Mm m-m, Mmmm shoq\u00ebruar me l\u00ebvizje t\u00eb p\u00ebrshtatshme duarsh. Gjithashtu, gj\u00ebegj\u00ebzat inkurajojn\u00eb f\u00ebmij\u00ebt p\u00ebr t\u00eb lozur me gjuh\u00ebn kur termat e paraqitura si nj\u00eb vizatim s\u00eb bashku formojn\u00eb nj\u00eb em\u00ebr t\u00eb p\u00ebrb\u00ebr\u00eb: lule-dielli = luledielli. P\u00ebr f\u00ebmij\u00ebt m\u00eb t\u00eb rritur, nj\u00eb fjal\u00eb mund t\u00eb ndahet n\u00eb fonema t\u00eb ve\u00e7uara, tinguj t\u00eb ve\u00e7uar n\u00eb fjal\u00eb.<\/p>\n

Leximi dhe shkrimi si nj\u00eb e vetme<\/h2>\n

\u201cSot, mbajtja e nj\u00eb lapsi vizatimi nuk vjen natyrshme p\u00ebr shum\u00eb f\u00ebmij\u00eb t\u00eb vegj\u00ebl thot\u00eb terapisti Shepherd, duke dh\u00ebn\u00eb nj\u00eb shembull t\u00eb aft\u00ebsive motorike q\u00eb ndikojn\u00eb tek shkrim-leximi. N\u00eb k\u00ebt\u00eb kontekst, aft\u00ebsit\u00eb e p\u00ebrgjithshme dhe t\u00eb p\u00ebrkryera motorike si dhe kordinimi syri dhe dora jan\u00eb p\u00ebrgatitjet e r\u00ebnd\u00ebsishme p\u00ebr shkrimin. Supper shton nga eksperienca e saj si m\u00ebsuese: \u201cN\u00eb fund t\u00eb fundit, ti mban nj\u00eb laps vet\u00ebm me tre gishta \u2013 ti duhesh n\u00eb fillim ti formosh k\u00ebto muskuj!\u201d Ajo \u00ebsht\u00eb e bindur gjithashtu, se \u00ebsht\u00eb e r\u00ebnd\u00ebsishme p\u00ebr \u00e7do f\u00ebmij\u00eb q\u00eb t\u00eb motivohet si: \u201cS\u00eb shpejti, ti do t\u00eb jesh n\u00eb gj\u00ebndje ta lexosh vet\u00eb!\u201d.<\/p>\n

K\u00ebndimi, loja dhe vizatimi \u2013 aktivitet m\u00eb t\u00eb preferuara t\u00eb f\u00ebmij\u00ebve mund t\u00eb jen\u00eb rruga m\u00eb e mir\u00eb p\u00ebr ti p\u00ebrgatitur p\u00ebr shkoll\u00ebn n\u00eb nj\u00eb m\u00ebnyr\u00eb arg\u00ebtuese. Dhe ka nj\u00eb k\u00ebshill\u00eb q\u00eb ekspert\u00ebt p\u00ebrs\u00ebrisin shpesh her\u00eb: \u201cN\u00ebse prind\u00ebrit lexojn\u00eb me z\u00eb t\u00eb lart\u00eb, ka nj\u00eb m\u00ebnyr\u00eb t\u00eb mir\u00eb p\u00ebr p\u00ebrgatitjen\u201d.<\/p>\n

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5 Faktor\u00ebt e nd\u00ebrgjegj\u00ebsimit fonologjik<\/strong><\/p>\n