Rhyming in the Context of the Phonological Awareness of Pre-School Children

Grofčíková, Soňa; Máčajová, Monika

doi:10.26529/cepsj.685

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…A recent study by Ray et al (2021) confirmed the links between foundational skills needed for handwriting such as perceptual and motor skills and the development of literacy, including phonological skills. Grofčíková and Máčajová (2021) also verified that phonological and phonemic awareness predicted literacy skills (reading and writing) and therefore suggested that partial functions need to be assessed and supported through targeted 2020) confirmed the effectiveness of training in partial functions, specifically auditory discrimination, in improving the skills of students with dyslexia. Other programmes focused on developing foundational partial skills for handwriting (Taverna et al, 2020) and visual-spatial skills (Brock et al, 2018) proved to be effective, not only for learning but behaviour too.…”

Section: Purpose Of the Studymentioning

confidence: 73%

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Valenta¹

2022

European Proceedings of Educational Sciences

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The article provides insight into the procedural and theoretical framework of a study conducted by the Palacky University Olomouc -Faculty of Education, into factors that affect the learning and academic achievement of children (pupils). It focuses on the differences in basal (partial) functions measured using the established methodology of B. Sindelar diagnostic and re-educational exercises. These were measured among first-grade students who were either neurotypical, had been diagnosed with deficiencies of partial functions (DPF) or were suspected of having such deficiencies. The exercises stimulating the development of partial functions which are also the specific assessment tools are described in detail allowing for replicability of the study. With reference to the research results, we may accept one of the premises of a part of our analysis -namely that, in certain subtests of the B. Sindelar test battery, significant differences were found in the test performance between the groups. Neurotypical students achieved better than students with DPF and students with suspected DPF. Such results suggest that the assessment tools are sensitive in recognizing deficiencies whether diagnosed or suspected. Differences between the DPF group and suspected DPF group were not straightforward. In some subtests, students diagnosed with DPF performed better, suggesting that interventions using the Sindelar methodology can lead to improvements in those functions. However, in some subtests, students with suspected DPF performed better, suggesting that their deficiencies were less severe in those areas than in the students with diagnosed DPF.

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Section: Purpose Of the Studymentioning

confidence: 73%

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Valenta¹

2022

European Proceedings of Educational Sciences

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“…The teaching observed in this study used embodied explorations of rhymed stories and poems to develop student literacy. Exposure to the rhythmic and rhyming language found in songs and poems is substantively linked to increases in children's overall phonological awareness and alphabetic knowledge [24][25][26][27]. Frequent guided interactions with poetry and rhymed picture books help sensitise young children to language and literacy concepts, priming them for reading and writing [28].…”

Section: Poetry Rhyme and Learning To Speak And Readmentioning

confidence: 99%

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Beaumont

2022

Education Sciences

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Literacy pedagogy that integrates oracy, poetry and embodiment can foster children’s language development in multiple ways: (1) oracy is foundational to children’s emergent literacy as writing extends from oral language, (2) poetry uses rhythm and rhyme to support letter-recognition and the learning of phonemes and morphemes, (3) embodiment and roleplay provide semiotic support and opportunities for expressive and receptive communication. This article shares findings from a phenomenological case study investigating how literacy pedagogy that integrated oracy, poetry and embodiment impacted three additional language students aged 6. A series of weekly literacy classes in a school in Sydney’s multicultural western region were observed and recorded on video. This instrument was able to capture ‘micro-moments’ of learning between peers, depicting how physicalisation and the use of rhythm and rhyme effectively engaged students whose first language was not used in the classroom. Using a hermeneutic phenomenological approach to data analysis, case study findings revealed that embodied explorations of poetry immersed participants socially and imaginatively whilst pushing them beyond their additional language comfort zone. The pedagogy was also shown to increase comprehension and support the acquisition of new vocabulary.

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“…Finally, word form related abilities can be assessed by rhyming tasks (Grofčíková & Máčajová, 2021; Milberg, Blumstein & Dworetzky, 1988). In this complex task, a child has to deal with word forms on a metalinguistic level by activating phonologically similar word forms in the phonological input and/or output lexicon.…”

Section: Introductionmentioning

confidence: 99%

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Hein

Kauschke

2021

Bilingualism

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The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

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Rhyming in the Context of the Phonological Awareness of Pre-School Children

Cited by 4 publications

References 18 publications

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Differences Between First-Grade Pupils In Partial Functions in Sindelar Visual Stimulus Tasks

Poetry and Motion: Rhythm, Rhyme and Embodiment as Oral Literacy Pedagogy for Young Additional Language Learners

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

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