Auditory Perception of Rhyming in Kindergarten Children

Knafle, June D.

doi:10.1044/jshr.1603.482

Cited by 10 publications

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“…Children have this sensitivity long before they go to school. Four-year- (Knafle 1973, 1974, Lenel & Cantor 1981 and even three-year-old children (Maclean, Bryant & Bradley 1987) perform well above chance level in rhyme detection tasks. In fact rhyme and alliteration tests are the only measures of phonological sensitivity which one can rely on to produce above-chance level results in preschool children.…”

Section: Introductionmentioning

confidence: 98%

Nursery rhymes, phonological skills and reading

et al. 1989

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Nursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.

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Section: Introductionmentioning

confidence: 98%

Nursery rhymes, phonological skills and reading

et al. 1989

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“…As children grow older their ability to make judgments about small phonological segments improves. From a very early age they are able to isolate and detect relatively large units such as syllables, and they can recognize rhymes (Knafle, 1973, 1974; Lenel & Cantor, 1981; MacLean, Bryant, & Bradley, 1987). Rhymes involve units that can be called intrasyllabic (Treiman, 1985, 1987), and in terms of size, they are usually somewhere between a syllable and a phoneme; to recognize that cat and mat rhyme, one must detect at some level the common two-phoneme segment at .…”

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confidence: 99%

Rhyme and alliteration, phoneme detection, and learning to read.

Bryant¹,

MacLean²,

Bradley³

et al. 1990

Developmental Psychology

516

322

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In this article, 3 views of the relation between various forms of phonological awareness (detection of rhyme and alliteration and detection of phonemes) and children's reading were tested. These are (a) that the experience of learning to read leads to phoneme awareness and that neither of these is connected to awareness of rhyme, (b) that sensitivity to rhyme leads to awareness of phonemes, which in turn affects reading, and (c) that rhyme makes a direct contribution to reading that is independent of the connection between reading and phoneme awareness. The results from a longitudinal study that monitored the phonological awareness and progress in reading and spelling of 65 children from the ages of 4 years 7 months to 6 years 7 months produced strong support for a combination of the 2nd and 3rd models and none at all for the 1 st model. This research was supported by a grant from the Medical Research Council.We are grateful for the help of Terezinha Carraher who read and commented on an earlier version of the article. We would like to thank the teachers and staff of local primary and first schools for letting us visit the children in our project at school.

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Auditory Perception of Rhyming in Kindergarten Children

Cited by 10 publications

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Nursery rhymes, phonological skills and reading

Nursery rhymes, phonological skills and reading

Rhyme and alliteration, phoneme detection, and learning to read.

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