Rhyming in the Context of the Phonological Awareness of Pre-School Children
Abstract
Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.
Downloads
References
Adams, M. J. (1990). Beginning to read: Learning and thinking about print. MIT Press.
Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. 13th edition. Brookers Publishing Co.
Andersson, S., Sandberg, G., & Garpelin, A. (2019). To teach writing: Teachers’ perspectives on how to promote children’s writing development in the Swedish pre-school class. Nordic Journal of Literacy Research, 5(2), 23–38.
Anthony, J. L., & Lonigan, Ch. J. (2004) The nature of phonological awareness: Converging evidence from four studies of pre-school and early grade school children. Journal of Educational Psychology, 96(1), 43–55. https://doi.org/10.1037/0022-0663.96.1.43
Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255–259.
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation. Language, Speech, And Hearing Services in School, 32(1), 38–50. https://doi.org/10.1044/0161-1461(2001/004)
Cséfalvay, Z., Lechta, V. (2013). Diagnostika naruÅ¡ené komunikaÄnà schopnosti u dospÄ›lých [Diagnosis of impaired communication skills in adults]. Portál.
Culatta, B., Hall, K., Kovarsky, D., & Theadore, G. (2007). Contextualised approach to language and literacy (Project CALL). Communication Disorders Quarterly, 28(4), 216–235. https://doi.org/10.1177/1525740107311813
Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. CELLreview, 4(1), 1–12.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287.
Featherstone, S. (2017). Making sense of neuroscience in the early years. Bloomsbury.
GrofÄÃková, S., & MáÄajová, M. (2017). Abilities of phonological awareness in the context of cognitive development in pre-school age. Journal of Language and Cultural Education, 5(3), 46–56. https://doi.org/10.1515/jolace-2017-0027
Goswami, U. (2015). Children’s cognitive development and learning. Cambridge Primary Review Trust, Pearson Education.
Goswami, U. (2019). A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia. Language and Linguistics Compass, 13(5), 1–21. https://doi.org/10.1111/lnc3.12328
Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285–293. https://doi.org/10.1044/0161-1461(2005/029)
Jošt, J. (2011). Čtenà a dyslexie [Reading and dyslexia]. Grada Publishing.
Kuppen, S. E. A., & Bourke, E. (2017). Rhythmic rhymes for boosting phonological awareness in socially disadvantaged children. Mind, Brain, And Education, 11(4), 181–189. https://onlinelibrary.wiley.com/doi/pdf/10.1111/mbe.12148
MáÄajová, M. (2013). HabilitaÄná práca [Habilitation thesis]. PF UKF.
MáÄajová, M., GrofÄÃková, S., & Zajacová, Z. (2017). Fonologické uvedomovanie ako prekurzor vývinu gramotnosti [Phonological awareness as a precursor of literacy development]. UKF.
Mann, V. A., & Foy, J. G. (2007). Speech development patterns and phonological awareness in pre-school children. Annals of Dyslexia, 57(1), 51–74. http://www.jstor.org/stable/23764526
Macmillan, B. M. (2002). Rhyme and reading: A critical review of the research methodology. Journal of Research in Reading, 25(1), 4–42. https://doi.org/10.1111/1467-9817.00156
McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87(2), 179–192.
Moats, L. C. (2000). Speech to print: Language essentials for teachers. Brookers Publishing Co.
Nagy, W. E., & Anderson, R. C. (1995). Metalinguistic awareness and literacy acquisition in different languages. University of Illinois, College of Education. https://www.ideals.illinois.edu/bitstream/handle/2142/17594/ctrstreadtechrepv01995i00618_opt.pdf
Ozernov-Palchik, O., Wolf, M., & Patel, A. D. (2018). Relationships between early literacy and nonlinguistic rhythmic processes in kindergarteners. Journal of Experimental Child Psychology, 167(2018), 354–368. https://doi.org/10.1016/j.jecp.2017.11.009
Perfetti, Ch. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of Reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730
Philips, B. M., Menchetti, J. C., & Lonigan, Ch. J. (2008). Successful phonological awareness instruction with pre-school children: Lessons from the classroom. Topics Early Childhood Special Education, 28(1), 3–17. https://doi.org/10.1177/0271121407313813
Reading, S., & Van Deuren, D. (2007). Phonemic awareness: When and how much to teach? Reading Research and Instruction, 46(3), 267–285. https://doi.org/10.1080/19388070709558471
TomÅ¡ik, R. (2017). KvantitatÃvny výskum v pedagogických vedách: úvod do metodológie a Å¡tatistického spracovania [Quantitative research in educational sciences: introduction to methodology and statistical processing]. UKF.
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7–26. https://doi.org/10.1016/S0022-4405(01)00092-9
Wimmer, H., Landerl, K., & Schneider, W. (1994). The role of rhyme awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12(4), 469–484. https://doi.org/10.1111/j.2044-835X.1994.tb00648.x
Žilka, T. (2011). Vademecum poetiky [Handbook of poetics]. UKF.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.