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ERIC Number: EJ1097164
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children
Harper, Laurie J.
Journal of Language and Literacy Education, v7 n1 p65-78 2011
Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided phonological awareness training with an experimental group of children and investigated the effects of explicit nursery rhyme instruction on participants' phonemic skill levels. These data reveal that children exposed to the intervention consisting of explicit Euro-American nursery rhyme instruction significantly outperformed the children in the control group on rhyme awareness and completion statement measures. Results of this research suggest that knowledge of nursery rhymes enhances children's phonological awareness and sensitivity to individual phonemes and rhyme, and stimulates phonemic skill development.
Descriptors: Nursery Rhymes, Phonological Awareness, Phonemes, Literacy, Statistical Analysis, Spelling, Experimental Groups, Teaching Methods, Preschool Children, Control Groups, Skill Development, Intervention, Screening Tests, Scores, Instructional Effectiveness, Pretests Posttests
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: email@example.com; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A