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ERIC Number: EJ1159759
Record Type: Journal
Publication Date: 2017-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1751-2271
Rhythmic Rhymes for Boosting Phonological Awareness in Socially Disadvantaged Children
Kuppen, Sarah E. A.; Bourke, Emilie
Mind, Brain, and Education, v11 n4 p181-189 Dec 2017
This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5-6-year-olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98, Cohort 2 N = 136). Program-related gains from pre- to post-tests of phonological awareness (Rhyme Detection, Rhyme Production, and Phoneme Deletion), were statistically significant with the exception of Rhyme Detection in the Spoken group (Cohort 1) and Rhyme Production in the Sung group (Cohort 2). The Spoken program achieved medium and large effect sizes for Cohort 1 on measures of rhyming awareness (although the effect size was small for Cohort 2). Comparatively, the Sung program was associated with smaller effects (small, negligible, or with a small positive effect for Controls) across tasks and cohorts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Wechsler Preschool and Primary Scale of Intelligence
Grant or Contract Numbers: N/A