Rimes Are Not Necessarily Favored by Prereaders: Evidence from Meta- and Epilinguistic Phonological Tasks

Autor/inn/en	Savage, Robert; Blair, Rebecca; Rvachew, Susan
Titel	Rimes Are Not Necessarily Favored by Prereaders: Evidence from Meta- and Epilinguistic Phonological Tasks
Quelle	In: Journal of Experimental Child Psychology, 94 (2006) 3, S.183-205 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2006.03.005
Schlagwörter	Phonology; Reading Skills; Preschool Children; Articulation (Speech); Reading Instruction; Hypothesis Testing; Metalinguistics; Task Analysis; Prereading Experience; Linguistic Performance; Word Recognition + Suchen Sie Ihr Suchwort? Fonologie; Reading skill; Lesefertigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Hypothesenprüfung; Hypothesentest; Metalanguage; Metasprache; Aufgabenanalyse; Worterkennung
Abstract	This article explores young children's facility in phonological awareness tasks requiring either the detection or the articulation of head, coda, onset, and rime subsyllabic units shared in word pairs. Data are reported from 70 nonreading children and 21 precocious readers attending preschools. Prereading children were able to articulate shared heads, codas, and onsets, although rimes rarely were articulated. Precocious readers were able to articulate shared rimes, but articulation performance was still most accurate for onsets and codas. Rimes and heads were equally accessible in the detection task and were identified more often than onsets and codas (nonreaders) and codas (readers). It is concluded that the articulation advantage for nonrime units cannot simply reflect early reading instruction. This disjoint pattern of phonological awareness in detection and production tasks does not support Goswami's phonological status hypothesis. Results may instead reflect quite distinct influences on epilinguistic and metalinguistic phonological development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10