Teaching children to recognise rhyme does not directly promote phonemic awareness

Title
Teaching children to recognise rhyme does not directly promote phonemic awareness
Publication Date
2002
Author(s)
Martin, Michelle
Byrne, Brian John
( author )
OrcID: https://orcid.org/0000-0002-5532-9407
Email: bbyrne@une.edu.au
UNE Id une-id:bbyrne
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
The British Psychological Society
Place of publication
United Kingdom
UNE publication id
une:3974
Abstract
Background: Rhyming ability and phoneme awareness both predict aspects of reading development, with rhyming emerging earlier than phoneme awareness in most children. This study employed an experimental technique to elucidate the causal connections between these two aspects of phonological sensitivity. Aims: The purpose of this study was to examine whether teaching preschool children to detect rhyme promotes their ability to detect phoneme relations. Samples, Methods, Results: An experimental group of 23 children was successfully taught to rhyme, and compared to an untaught control group of 23 children in the ability to detect phonemes. Neither group showed any increase in phonemic awareness on an immediate or a delayed post-test. Conclusions: The results do not support the hypothesis that rhyme sensitivity is a causal precursor of phoneme sensitivity. We conclude that teaching children to rhyme remains an important preliteracy activity, but not because it directly promotes
Link
Citation
British Journal of Educational Psychology, 72(4), p. 561-572
ISSN
2044-8279
0007-0998
Start page
561
End page
572

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