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

  • Soňa Grofčíková Faculty of Education, Constantine the Philosopher University Nitra, Slovakia
  • Monika Máčajová Faculty of Education, Constantine the Philosopher University Nitra, Slovakia
DOI: https://doi.org/10.26529/cepsj.685
Keywords: rhyming, rhyme, phonological awareness, nursery-rhyme, rhyme awareness, rhyme production

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.

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Published
2021-03-25
How to Cite
GrofčíkováS., & MáčajováM. (2021). Rhyming in the Context of the Phonological Awareness of Pre-School Children. Center for Educational Policy Studies Journal, 11(1), 115-138. https://doi.org/10.26529/cepsj.685
Issue
Vol 11 No 1 (2021): VARIA Issue
Section
VARIA

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