ERIC Number: EJ791317
Record Type: Journal
Publication Date: 2008-May
Effects of Rhyming, Vocabulary and Phonemic Awareness Instruction on Phoneme Awareness
Yeh, Stuart S.; Connell, David B.
Journal of Research in Reading, v31 n2 p243-256 May 2008
Sixteen Head Start classrooms, involving 128 children, were randomly assigned to three approaches for augmenting early literacy instruction: (a) instruction in phoneme segmentation, blending, and letter-sound relationships, (b) rhyming instruction and (c) vocabulary instruction. The phoneme segmentation approach was more effective in promoting phoneme segmentation skill. Existing research suggests that phoneme segmentation skill is a better predictor of early progress in learning to read than rhyming skill or vocabulary knowledge. Thus, the results suggest that instruction emphasising phoneme segmentation is not only more likely to promote phoneme segmentation skill, but also more likely to promote future reading ability than rhyming or vocabulary activities, even for highly disadvantaged children as young as 4 years old.
Descriptors: Phonemes, Disadvantaged Youth, Phonemic Awareness, Emergent Literacy, Vocabulary Development, Instructional Effectiveness, Teaching Methods, Reading Skills, Literacy Education, Phoneme Grapheme Correspondence
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Authoring Institution: N/A