Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness

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An Annotation by Andrea Wondra

In this journal of research in reading, the results suggest that instruction emphasizing phoneme segmentation, blending, and letter–sound relationships are more likely to promote future reading ability than rhyming or vocabulary activities, even for highly disadvantaged children as young as four years.  The studies were conducted in 16 Head Start classrooms.

This article is relevant to my research because it is the one article I found contradicting information about the importance of teaching rhyming skills as a pre-literacy skill.

This is a high quality resource because the Journal of Research in Reading is a refereed journal, primarily focused on reports of empirical studies in reading and related fields.

Yeh, S. S., & Connell, D. B. (2008). Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal Of Research In Reading, 31(2), 243-256. doi:10.1111/j.1467-9817.2007.00353.x

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