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The effect of explicit rhyming instr...

Buckstein, Eva.

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The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children./
Author:	Buckstein, Eva.
Description:	74 p.
Notes:	Source: Masters Abstracts International, Volume: 49-01, page: 0434.
Contained By:	Masters Abstracts International49-01.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479485
ISBN:	9781124139548

The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children.
Buckstein, Eva.

The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children. - 74 p.

Source: Masters Abstracts International, Volume: 49-01, page: 0434.

Thesis (M.S.)--The William Paterson University of New Jersey, 2010.

There is a strong body of evidence indicating that phonological awareness (PA) is both one of the strongest predictors of later reading ability and a foundational skill set in the development of early reading ability. However, the findings regarding the nature of the relationship between early rhyming abilities and later-developing PA skills and reading skills are mixed. Several studies have found significant positive relationships between rhyming and reading, however the body of research remains incomplete; the longitudinal studies completed focused on the predictive nature of rhyming skills in terms of later-developing PA skills and/or reading ability, but did not establish a causal relationship by studying the effect of rhyming training on PA skills or reading ability. Therefore, the goal of this study is to further explore the relationship between rhyming ability and PA skills/reading ability, by examining the effect of explicit rhyming instruction on those skill sets. It is hypothesized that explicit rhyming instruction, provided concurrently with the standard classroom curriculum PA instruction, will cause a significant improvement in rhyming skills and possibly reading skills, but will not significantly improve the other PA skills assessed. A total of 18 typically developing, kindergarten-age children participated in this study. They were randomly assigned to either an Experimental Group (EG)(N=9) or a Control Group (CG) (N=9). They were each pretested using 7 subtests from the Phonological Awareness Test. Following pretesting, EG children were provided with 7 sessions of explicit rhyming instruction. Following instruction, all children were post-tested, again using the PAT. The results of this study indicate that explicit rhyming instruction can improve early reading abilities and therefore support this study's hypothesis that rhyming instruction will have little effect on PA skills but may have a unique relationship with reading. These results add further support to the growing body of evidence that maintains that rhyming ability plays a foundational role in reading success. General findings and theoretical models supported by this study's results, as well as therapeutic implications will be discussed.

ISBN: 9781124139548Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children.
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020 $a 9781124139548
035 $a (UMI)AAI1479485
035 $a AAI1479485
040 $a UMI $c UMI
100 1 $a Buckstein, Eva. $3 1671632
245 1 4 $a The effect of explicit rhyming instruction on the phonological awareness skills and early reading abilities of kindergarten-age children.
300 $a 74 p.
500 $a Source: Masters Abstracts International, Volume: 49-01, page: 0434.
500 $a Advisers: Betty Kollia; Carole Gelfer.
502 $a Thesis (M.S.)--The William Paterson University of New Jersey, 2010.
520 $a There is a strong body of evidence indicating that phonological awareness (PA) is both one of the strongest predictors of later reading ability and a foundational skill set in the development of early reading ability. However, the findings regarding the nature of the relationship between early rhyming abilities and later-developing PA skills and reading skills are mixed. Several studies have found significant positive relationships between rhyming and reading, however the body of research remains incomplete; the longitudinal studies completed focused on the predictive nature of rhyming skills in terms of later-developing PA skills and/or reading ability, but did not establish a causal relationship by studying the effect of rhyming training on PA skills or reading ability. Therefore, the goal of this study is to further explore the relationship between rhyming ability and PA skills/reading ability, by examining the effect of explicit rhyming instruction on those skill sets. It is hypothesized that explicit rhyming instruction, provided concurrently with the standard classroom curriculum PA instruction, will cause a significant improvement in rhyming skills and possibly reading skills, but will not significantly improve the other PA skills assessed. A total of 18 typically developing, kindergarten-age children participated in this study. They were randomly assigned to either an Experimental Group (EG)(N=9) or a Control Group (CG) (N=9). They were each pretested using 7 subtests from the Phonological Awareness Test. Following pretesting, EG children were provided with 7 sessions of explicit rhyming instruction. Following instruction, all children were post-tested, again using the PAT. The results of this study indicate that explicit rhyming instruction can improve early reading abilities and therefore support this study's hypothesis that rhyming instruction will have little effect on PA skills but may have a unique relationship with reading. These results add further support to the growing body of evidence that maintains that rhyming ability plays a foundational role in reading success. General findings and theoretical models supported by this study's results, as well as therapeutic implications will be discussed.
590 $a School code: 0610.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Reading. $3 1017790
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710 2 $a The William Paterson University of New Jersey. $b Communication Disorders. $3 1671633
773 0 $t Masters Abstracts International $g 49-01.
790 1 0 $a Kollia, Betty, $e advisor
790 1 0 $a Gelfer, Carole, $e advisor
790 $a 0610
791 $a M.S.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479485