Table 9 The recording material of this study. Target syllables are in underline, and the phrasing reflects the original punctuation

有一個囝仔叫做阿 如,

Ū chi̍t-ê gín-á kiò-chò A- jû ,

There was a child named A-Ju.

伊足溫柔,

i chiok un- jiû ,

She was very sweet,

嘸擱字寫甲足歹,

m̄-koh jī siá kah chiok bái,

but she has poor handwriting,

所以伊的同學攏甲伊笑。

só˙-í i ê tông-o̍h lóng kā i chhiò.

so her classmates made fun of her.

頂禮拜二,

Téng-lé-pài- jī ,

Last Tuesday,

天氣足熱,

thi ⁿ -khì chiok jo̍ah ,

it was very hot,

阿如想嘜入去教室,

A- jû siū ⁿ -beh ji̍p -khì kàu-sek,

and A-Ju wanted to go into the classroom,

嘸擱伊同學甲伊欺負,

m̄-koh i tông-o̍h kā i khi-hū,

but her classmate bullied her

不要乎阿如入去。

bô-ài hō˙ A- jû ji̍p -khì.

by not letting her in.

阿如心內足艱苦,

A- jû sim-lāi chiok kan-khó˙,

A-Ju was in anguish,

所以轉去甲媽媽講。

só˙-í tńg-khì kā ma-ma kóng.

so she went home and told her mom.

媽媽就甲伊講:

Ma-ma tio̍h kā i kóng,

Mom then told her,

「阿如,

“A- jû ,

“A-Ju,

你就要忍耐 !」

lí tio̍h-ài jím -nāi!”

you just have to put up with it!”