Teaching Rime Analogy or Letter Recoding Reading Strategies to Prereaders: Effects on Prereading Skills and Word Reading.

Walton, Patrick D.; Walton, Lona M.; Felton, Kathy

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Peer reviewed

ERIC Number: EJ638733

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

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Teaching Rime Analogy or Letter Recoding Reading Strategies to Prereaders: Effects on Prereading Skills and Word Reading.

Walton, Patrick D.; Walton, Lona M.; Felton, Kathy

Journal of Educational Psychology, v93 n1 p160-80 Mar 2001

Examines teaching rime analogy or letter recoding reading strategies to prereaders. Results reveal that experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading strategies independently. (Contains 46 references and 11 tables.) (GCP)

Descriptors: Beginning Reading, Encoding (Psychology), Foreign Countries, Grade 1, Prereading Experience, Primary Education, Reading Skills, Reading Strategies, Rhyme, Sight Method

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82951