[方法探讨] 女儿学拼读,不会连一起怎么办

我也觉得多拼,熟练就好了.我家还比LZ家大点,启蒙晚还没开始学拼读呢

还是不够熟练吧，我家也有这样的情况

正解，我家小妞差不多大，快6岁了，是先学拼音的，然后再学phonics，不好的地方就是偶尔会搞混。但是拼词还行。这两种是相通的，如果以前没有接触过英语或者letter sound之类的，一上来就phonics拼读，肯定是不行的。
就拼音来说吧，声母，韵母的读音都反复熟练了，然后再进行拼读练习。三四个月吧。
英语的话，letter sound，辅音，元音，对应的歌谣，句子，听的差不多了，2个月后，才开始拼读，一开始不能让她觉得很困难，慢慢来，都是水到渠成的事情，她才会喜欢，愿意做。

我家儿子看巧虎学拼音开始时也是这样的，有时候会拼出一个风马牛不相及的音来，晕死，不过家长多示范几次，慢慢就会了

alphabet blocks 非常好，我们正在看。

我家是整体认读能力强拼读弱，单词都是象汉字一样整个认识的

我个人觉得:
这个问题似乎没有什么捷径可走, 就是一个由慢到快的熟练过程.
1. S-A-P, 确认每个字母都能熟练地读出来, 且发音准确;
2. 在此基础上, 先拼一个音节, 家长引导, 由慢到快, S----A----, S---A---, S--A--, S-A-, SA!
3. 熟悉SA之后再加上后面的辅音P, SAP.
4. 等孩子熟悉拼读的技巧后, 可以把CVC单词连在一起拼, 仍然是由快到慢, S----A----P----, S---A---P---, S--A--P--, S-A-P-, SAP.

孩子已经6岁了, 完全可以学拼读了, 因为马上就该上小学了, 小学后最初学的汉语拼音跟PHONICS其实完全一样.
比如说\"左\", Z---U---O3---, Z--U--O3--, Z-U-O3-, ZUO3.
唯一的区别是:
英语的一个音节是由辅音和元音构成;
汉语的一个音节是由声母和韵母构成.
但不管是英语的phonics还是汉语拼音, 要想连在一起拼读, 都是一个一个地由慢到快, 逐渐熟练的过程.

孰能生巧，让孩子多听就能悟出来，生教比较费劲，感觉。

Phonemic awareness is the ability to hear and manipulate the individual sounds within words.(The sounds within words are called phonemes ,so awareness of these sounds is phonemic awareness.) Spoken words are composed of sounds .For instance,the word cat has three sounds or phonemes: /c/ /a/ /t/ (conventional linguistic notation separates individual sounds or phonemes with slash marks).The word bike also has three phonemes: /b/ /I/ /k/; phonemic awareness is of awareness of sounds ,not letters. The word bike has four letters, but we hear only three phonemes when the word is spoken. For most adults, dividing words like cat or bike into constituent sounds is easy, but for young children the task can be formidable: Words seem to “explode out” as one big sound---cat--rather than as collections of smaller sounds.
Phonemic awareness is the ability to hear and manipulate the individual sounds within words.(The sounds within words are called phonemes ,so awareness of these sounds is phonemic awareness.) Spoken words are composed of sounds .For instance,the word cat has three sounds or phonemes: /c/ /a/ /t/ (conventional linguistic notation separates individual sounds or phonemes with slash marks).The word bike also has three phonemes: /b/ /I/ /k/; phonemic awareness is of awareness of sounds ,not letters. The word bike has four letters, but we hear only three phonemes when the word is spoken. For most adults, dividing words like cat or bike into constituent sounds is easy, but for young children the task can be formidable: Words seem to “explode out” as one big sound---cat--rather than as collections of smaller sounds.
Phonemic awareness is not the same as phonics. Phonics refers to instruction in how letters and sounds correspond to each other and how these sound-letter correspondences can be used to decode or pronounce words in text. Decoding means the analysis of the letters in a word to determine its pronunciation; to translate from one form of message to another,such as from printed text to pronunciation.Phonemic awareness is not about how sounds and letters match or how to sound out letters to form words; it is only about hearing and thinking about or manipulating the individual sounds within words.
Many parents and teachers know about the teaching of phonics, but phonemic awareness instruction is a newer idea. Without phonemic awareness, phonics is harder to learn. In other words, phonemic awareness is something that should be taught before phonics--- at least early in the phonics sequence---so children receive maximum benefit from their phonics instruction. Some phonics programs include phonemic awareness instruction and some do not, so it is important to understand the distinction.It also is useful to distinguish phonemic awareness from another related term, phonological awareness .Phonological awareness is actually a broader concept, and phonemic awareness is part of this larger idea. Phonological awareness refers to the sensitivity to the phonological or sound structure of words. It includes phonemic awareness, but also encompasses many earlier developing skills such as the awareness of syllables or rhyme.
Awareness of syllables within words is an important aspect of phonological awareness.A child who has mastered this aspect of phonology will be able to perform tasks such as dividing the pronunciation of names into syllables: Bob--by; Tom--my; Gwen-do-lyn; Shei-la; Ma-ri-o; or to blend these syllables back into proper pronunciations of the names. Rhyming ability is another aspect of phonological awareness ,and it includes the ability to recognize that words rhyme, to identify which words rhyme, and to provide rhymes.
Scientists have not yet arrived at a clear description of the sequence of how phonological awareness---including phonemic awareness---develops in young children (Torgesen & Mathes,2000),though some things are known about this development. For example,it is evident that these phonological skills are part of normal oral language development and that these skills would unfold to a great extent for most children even in the context of nonalphabetic languages such as Chinese (Hu & Catts,1998) or even if written language and reading had never developed in human history.
It also is clear that the more global aspects of phonological awareness,such as syllable awareness,appear earlier in childhood than the more demanding skills of phonemic awareness (Lonigan,Burgess,Anthony,& Barker,1998).This means that kindergartners may profit from some early attention--prior to the teaching of phonemic awareness---to rhyming and syllable awareness if these abilities are not yet in place.
Another fact about development that is important to know is that very few 3- and 4-year-olds have much phonemic awareness, but most--though not all--8-year-olds do (Bryant,MacLean,Bradley,& Crossland,1990).This means this aspect of language develops during the same years when children are trying to learn to read.The importance of phonemic awareness in reading has been shown in studies that have revealed the close connection between phonemic awareness and reading achievement (Torgesen & Mathes, 2000): Young children with well-developed phonemic awareness skills tend to be successful readers, while children without these skills usually are not.
This raises the question,can phonemic awareness be taught? Can instruction accelerate the pace of this part of language development so that children can learn to read more easily? That,in fact,was the question the National Reading Panel attempted to answer.

我们是先知道单词，再知道分解开读的。。。

呵呵，只能说最后一拼是本身就会的，不是拼出来的。

不到6岁的孩子，有的孩子拼读的感觉很好，对于这样的连读很容易就能上手，有的孩子则拼的感觉不好，怎样启发都不能连惯地读个一个词的发音。
通常遇到这样的情况，我们的做法就如楼上所说，先引导孩子进行两个字母的连读练习，反复地连读习惯了之后再把最后一个字母的sound加上去。
然后再反过来，先进行后两个字母的连读，觉得孩子进行得好了，再把第一个字母的sound加上去进连拼。

年龄小的孩子学东西接受速度比大孩子要慢一些，不要急，慢慢带，时间会比大孩子长一点，但一旦孩子发现了规律和有了信心，马上就能表现得很好，对后面新的东西汲取得也会很快的。

一般我们的学生从5岁半开始学习拼读，基础弱些的孩子比如之前基础等于0，语言模仿能力弱的孩子，会推迟到一年级开始。
早于5岁，单独字母发音的掌握没什么问题，但拼读还是比较难。

另外，拼音与拼读，无读先学哪个，开始起步的技能掌握都是一样的困难，所需的努力是一样的。

应该是要学过拼音之后才会之间拼读吧。可能要等孩子大一点。

我家现在也是这个问题，单个的音会发，联一起就不会

孩子汉语拼音学了吗？ 学过汉语拼音的话，就会拼了。

多练习就会了。上面的同学说得对，熟能生巧。

给你个借鉴吧，我记得teach那本书里里面教的时候有个部分是要求read it fast，，我们刚开始CVC部分的时候就拼不出来，拼出来的时候不是多音就是少音，，teach里面说的是要求：每个音尽量的链接起来，而不是断读，我们大概用了一个星期的时间，解决了连读问题，其中就是多用cvc的词组多联系，让他习惯，慢慢应该能解决这个问题！

放一放，等1年级下在开始学拼读吧

看看动画片，between the lions,  alphabet blocks,  leap frog，里面都有教小孩如何拼读的，我家去年暑假也是学习phonics，动画片比大人教的有效率

我在教孩子phonics之前也担心过这个问题，但是不知道为什么她解决的很好，我觉得孩子不会你就多教几次，多带几次，慢慢就好了！

刚学拼音也有这种情况，单个声母韵母都认识，就是拼不出来


syebfans于2013-7-21 10:31补充以下内容：
刚学拼音也有这种情况，单个声母韵母都认识，就是拼不出来


syebfans于2013-7-21 10:31补充以下内容：
刚学拼音也有这种情况，单个声母韵母都认识，就是拼不出来


syebfans于2013-7-21 10:31补充以下内容：
刚学拼音也有这种情况，单个声母韵母都认识，就是拼不出来

6岁不到就学phonics，孩子的词汇量有多少啊？

熟能生巧，和拼音一样

儿子原来也是这样，后来一个老师教先把前两个音连读，再和第三个连，这样小孩就容易接受，你试试看。不如s-i-t，先读s-i“si，然后再加t”

同问，我的基本也是学过的单词会拼，新单词不会拼，这是什么原因呢？

可以同时进行吧，不用分那么清楚．个人认为，　我也是初步阶段．．．