Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders

An Annotation by Andrea Wondra

This study found that children who experience great difficulty with beginning reading typically have a deficiency in phonological awareness.  It also states that there is an extensive correlation and some experimental evidence that phonological awareness is the best single predictor of success in learning to read in English.  Phonological awareness is conscious access to the sounds of speech within words and the ability to manipulate these sounds.

This article is relevant to my research because the ability to recognize rhyming words enhances phonological awareness in other areas as well.  The article was very thorough in explaining the methods used which included pre and post testing, story reading, direct teaching in letter sounds, singing songs and playing games.  I presently use and value all of those same teaching methods, and I already incorporate direct instruction for beginning letter sounds, but in my research I will expand that direct instruction to rhyming as well.

This is a high quality resource because all articles in Reading & Writing have undergone editorial screening and peer review.

Walton, P. D., Bowden, M. E., Kurtz, S. L., & Angus, M. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading & Writing, 14(3/4), 229-264.