Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3879
Title: Teaching children to recognise rhyme does not directly promote phonemic awareness
Contributor(s): Martin, Michelle (author); Byrne, Brian John (author)orcid 
Publication Date: 2002
Handle Link: https://hdl.handle.net/1959.11/3879
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
Publication Type: Journal Article
Source of Publication: British Journal of Educational Psychology, 72(4), p. 561-572
Publisher: The British Psychological Society
Place of Publication: United Kingdom
ISSN: 0007-0998
Field of Research (FOR): 170199 Psychology not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.ingentaconnect.com/content/bpsoc/bjep/2002/00000072/00000004/art00006
http://www.bpsjournals.co.uk/journals/bjep/
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