Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

Savage, Robert; Blair, Rebecca; Rvachew, Susan

doi:10.1016/j.jecp.2006.03.005

Cited by 22 publications

(33 citation statements)

References 72 publications

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“…Savage et al (2006) observed a similar large-unit advantage in matching and a small-unit advantage in common unit identification among pre-school English-speakers. They concluded that implicit matching may be related to the quality of acoustic-phonetic representations and that explicit common-unit identification may relate to the quality of articulatory-phonetic representations.…”

Section: Availability Of Phonologymentioning

confidence: 61%

“…Among beginning readers, this pattern of poor explicit rime awareness has been observed in spite of excellent awareness of the shared phoneme in pairs like ''face-food'' Duncan et al, 1997;Goswami & East, 2000;Seymour, Duncan, & Bolik, 1999). An advantage for larger over smaller units in matching tasks but a small-unit advantage in common unit identification has also been observed among pre-readers (Savage et al, 2006). Thus, the evidence implies that phonological development may at times follow a small-tolarge rather than a large-to-small path, depending on the nature of the phonological task and the spoken or written language demands placed upon the child.…”

Section: A Large-to-small Sequence In Phonological Developmentmentioning

confidence: 75%

“…Much may depend on unit size since syllables (e.g., window, table) are not necessarily larger than rimes (e.g., tent, ghost), and indeed, when Treiman and Zukowski (1991) equated unit size within words, kindergartners showed no matching advantage for syllables over rimes. Similarly, Savage, Blair, and Rvachew (2006) found equivalent matching for rimes (''bag-rag'') and similarly-sized head (onset + vowel) units (''dog-doll'') among pre-readers.…”

Section: A Large-to-small Sequence In Phonological Developmentmentioning

confidence: 82%

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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Section: Availability Of Phonologymentioning

confidence: 61%

Section: A Large-to-small Sequence In Phonological Developmentmentioning

confidence: 75%

Section: A Large-to-small Sequence In Phonological Developmentmentioning

confidence: 82%

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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“…Similar performance was observed for 1 st -and 2 nd -grade schoolchildren on the other tasks. A possible explanation for this pattern may be related to the nature of the rhyme manipulation task 23 . Unlike other tests that presuppose a perception process for this linguistic unit, the task at hand involves asking children to produce rhymes.…”

Section: Resultsmentioning

confidence: 99%

Avaliação das habilidades preditoras do sucesso de leitura em crianças de 1º e 2º anos do ensino fundamental

Nicolau

Navas

2015

Rev. CEFAC

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OBJETIVO: estudar o desempenho de escolares de 1º e 2º anos do Ensino Fundamental (EF), em tarefas que avaliam habilidades e competências consideradas preditoras do sucesso do aprendizado da leitura e escrita. MÉTODOS: 73 crianças, entre seis e oito anos de idade, estudantes do 1º e 2º anos do EF de escola da rede pública de ensino da cidade de São Paulo, foram avaliadas por meio da aplicação do Instrumento de Avaliação da Leitura Inicial, composto por 20 tarefas envolvendo as habilidades e competências de linguagem oral, conhecimento sobre escrita, processamento fonológico, compreensão e leitura e escrita. RESULTADO: foi possível constatar que alguns escolares, tanto de 1º como de 2º ano, obtiveram desempenho inferior à média de seus grupos nas habilidades consideradas preditoras para o sucesso da leitura. Esse desempenho foi identificado a partir da porcentagem total de acertos obtida no Instrumento e a consequente classificação dos escolares em intervalos de percentis. Os grupos escolares diferenciaram-se apenas nas tarefas relacionadas às habilidades do processamento fonológico e nas competências de leitura e escrita, com melhor desempenho para os escolares do 2º ano, nas seguintes provas: (a) leitura de palavras; (b) leitura de pseudopalavras; (c) ditado de palavras; (d) ditado de pseudopalavras; (e) produção de rimas; (f) compreensão de leitura. CONCLUSÃO: a escolarização influenciou o desempenho em habilidades de processamento fonológico e competências de leitura e escrita. Habilidades de processamento fonológico e de conhecimento de escrita mostraram-se correlacionadas ao desempenho em codificação e decodificação, envolvidas na escrita e leitura de itens isolados.

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“…Although there is a growing consensus that, in learning to read, it is essential to provide children with learning activities that promote the development of reading cognitive schemes or patterns (Crawley & Merritt, 2009;Cunningham & Allington, 2003;Ehri, 2012;Gaskins et al, 1997;Goswami & East, 2000;Kyle et al, 2013;Rueda, Sánchez, & González, 1990) there is no agreement on which kind of syllabic schemes must be worked out in the first place (Savage, Blair, & Rvachew, 2006;Savage, Carless, & Stuart, 2003). Savage (2001) emphasises the need for solid research on the nature and relevance of sub-syllabic units and their use in early reading.…”

Section: Syllabic Schemes and Knowledge Of The Alphabetmentioning

confidence: 99%

Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation

Díaz-Cárdenas

Díaz-Furlong

et al. 2016

IES

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Although there is a growing consensus that, in reading acquisition, it is essential to provide children with learning activities that promote the development of reading cognitive schemes, particularly intra-syllabic related patterns, there is no agreement on which kind of syllabic schemes should be worked out in the first place. The main aim of the present study is to analyse the readings of preschool Spanish-speaking children showing the development of syllabic schemes in the early stages of reading acquisition. Basically, we analyse their responses in relation to their previous knowledge of Spanish grapheme-phoneme correspondences (GPCs) or alphabet knowledge. Our results show that children's recognition and construction of syllabic schemes, from the very first steps in preschool reading acquisition programmes, is facilitated by reading activities presenting shell-nucleus syllabic patterns, for which the only requirement, although not indispensable, is to know the five or six Spanish vowel GPCs. This kind of activity seems to be more adequate than reading drills involving onset-rhyme syllabic analogies that require previous knowledge of consonant GPCs. The conclusion we have reached is that the development of onset-rhyme syllabic reading schemes shows a stronger relation to alphabet knowledge that shell-nucleus syllabic reading schemes, at least in the early stages of reading learning.

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Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks

Cited by 22 publications

References 72 publications

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Avaliação das habilidades preditoras do sucesso de leitura em crianças de 1º e 2º anos do ensino fundamental

Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation

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