Rhyme and Reason in Reading and Spelling
Nursery rhymes have been told to children for centuries. Many people think that they are just meant to make children smile. However, preschool children's awareness of rhyme and alliteration has an important influence on their success in learning to read and to spell. In Rhyme and Reason in Reading and Spelling, the authors explore this causal hypothesis using a new research design of combining longitudinal methods with intervention, and they provide strong evidence to show that there is a positive relationship between recognizing similar sounds, as found in nursery rhymes, and learning to read and to spell. The authors also investigate the relationship of this skill to children's learning difficulties. This is the first volume in the International Academy for Research in Learning Disabilities Monograph series.
What people are saying - Write a review
We haven't found any reviews in the usual places.
A Design for All Causes
Longitudinal Study Methods
The Total Sound Categorization Scores
7 other sections not shown
ability already asked awareness backward readers begin causal causes chapter child common concerned connection contribution of sound control group correlations deal Dependent difficulties educational effect End Sound establish evidence example expected experience experimental failure final five four give given hypothesis important influence initial intelligence interesting involved later learning to read letters look mathematics Mean measures Memory for words methods months Multiple Regressions normal Nursery Group particular percent phonological poor possible predict Primary Group problems produce progress in reading question read and write reading age reading and spelling reading levels reason relationship rhyme and alliteration seems segments sets shows significant simply skills sound categorization scores Sound condition specific Step success suggest sure TABLE task tell tests things tion training study turn unusual variables variance verbal wanted weakness