Rhyme and reading: a critical review of the research methodology

Rhyme and reading: a critical review of the research methodology There is debate over whether children’s early rhyme awareness has important implications for beginning reading instruction. The apparent finding that pre‐readers are able to perform rhyme tasks much more readily than phoneme tasks has led some to propose that teaching children to read by drawing attention to rime units within words is ‘a route into phonemes’ (Goswami, 1999a, p. 233). Rhyme and analogy have been adopted as an integral part of the National Literacy Strategy (DfEE, 1998), a move which appears to have been influenced by three major research claims:1) rhyme awareness is related to reading ability, 2) rhyme awareness affects reading achievement, and 3) rhyme awareness leads to the development of phoneme awareness. A critical examination of the experimental research evidence from a methodological viewpoint, however, shows that not one of the three claims is sufficiently supported. Instructional implications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Reading Wiley

Rhyme and reading: a critical review of the research methodology

Journal of Research in Reading, Volume 25 (1) – Feb 1, 2002

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Publisher
Wiley
Copyright
United Kingdom Reading Association 2002
ISSN
0141-0423
eISSN
1467-9817
D.O.I.
10.1111/1467-9817.00156
Publisher site
See Article on Publisher Site

Abstract

There is debate over whether children’s early rhyme awareness has important implications for beginning reading instruction. The apparent finding that pre‐readers are able to perform rhyme tasks much more readily than phoneme tasks has led some to propose that teaching children to read by drawing attention to rime units within words is ‘a route into phonemes’ (Goswami, 1999a, p. 233). Rhyme and analogy have been adopted as an integral part of the National Literacy Strategy (DfEE, 1998), a move which appears to have been influenced by three major research claims:1) rhyme awareness is related to reading ability, 2) rhyme awareness affects reading achievement, and 3) rhyme awareness leads to the development of phoneme awareness. A critical examination of the experimental research evidence from a methodological viewpoint, however, shows that not one of the three claims is sufficiently supported. Instructional implications are discussed.

Journal

Journal of Research in ReadingWiley

Published: Feb 1, 2002

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