English Onset Rime Research Paper
The Effectiveness of Onset-Rime for English and
Non-English Early Readers:
A Research Based Analysis.
Emergent Literacy
EDUC 3000-01fa11
Maggie Madere
And
Laura White
Onset-Rime has been treated as an important component of early childhood literacy education. According to Tompkins, young children “make more errors decoding and spelling the rime than the onset,” therefore, knowing common rimes and words made from these rimes is helpful to early readers (Tompkins, 2011). This is because knowledge of the most common rimes, such as –ay, -ide, and, -ing, allow children to decode unfamiliar words by analogy (Tompkins, 2011). However, recent research has brought into question the usefulness of onset-rime manipulation relative …show more content…
The researchers conducted a longitudinal study of 351 7 year-old children, predicting their national test and teacher-assessed performance from “phonological awareness measures, pupil baseline attainment, and background measures at age 5” (Savage, Carless, 2005). Phoneme manipulation skills at age five correlated strongly with reading success and the ability to read more difficult material at age 7, controlling for student background, baseline data, and onset-rime awareness. However, onset-rime was not predictive of reading ability at age 7, controlling for student background, baseline data, and phonemic awareness. Therefore, Savage and Carless concluded that at age 5, phoneme manipulation is a better predictor of reading ability at age 7, and that education professionals should conduct phoneme manipulation screenings with young students to identify literacy learning needs …show more content…
(2006). Differing sequences of metaphonological development in French and English. Journal of Child Language, 33, 369-399.
Geudens, A., & Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset-rime structure in children’s explicit phonological awareness. Journal of Memory and Language, 49, 157-182.
Geudens, A., Sandra, D., & Martensen, H. (2005). Rhyming words and onset-rime constituents: An inquiry into structural breaking points and emergent boundaries in the syllable. Journal of Experimental Child Psychology, 92, 366-387.
Savage, R., Blair, R., & Rvachew, S. (2006). Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology, 94, 183-205.
Savage, R., & Carless, S. (2005). Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading. Journal of Child Psychology and Psychiatry, 46:12, 1297-1308. doi:10.1111/j.1469-7610.2005.01436.x
Tompkins, G. (2011). Cracking the Alphabetic Code. Literacy in the Early Years,
Non-English Early Readers:
A Research Based Analysis.
Emergent Literacy
EDUC 3000-01fa11
Maggie Madere
And
Laura White
Onset-Rime has been treated as an important component of early childhood literacy education. According to Tompkins, young children “make more errors decoding and spelling the rime than the onset,” therefore, knowing common rimes and words made from these rimes is helpful to early readers (Tompkins, 2011). This is because knowledge of the most common rimes, such as –ay, -ide, and, -ing, allow children to decode unfamiliar words by analogy (Tompkins, 2011). However, recent research has brought into question the usefulness of onset-rime manipulation relative …show more content…
The researchers conducted a longitudinal study of 351 7 year-old children, predicting their national test and teacher-assessed performance from “phonological awareness measures, pupil baseline attainment, and background measures at age 5” (Savage, Carless, 2005). Phoneme manipulation skills at age five correlated strongly with reading success and the ability to read more difficult material at age 7, controlling for student background, baseline data, and onset-rime awareness. However, onset-rime was not predictive of reading ability at age 7, controlling for student background, baseline data, and phonemic awareness. Therefore, Savage and Carless concluded that at age 5, phoneme manipulation is a better predictor of reading ability at age 7, and that education professionals should conduct phoneme manipulation screenings with young students to identify literacy learning needs …show more content…
(2006). Differing sequences of metaphonological development in French and English. Journal of Child Language, 33, 369-399.
Geudens, A., & Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset-rime structure in children’s explicit phonological awareness. Journal of Memory and Language, 49, 157-182.
Geudens, A., Sandra, D., & Martensen, H. (2005). Rhyming words and onset-rime constituents: An inquiry into structural breaking points and emergent boundaries in the syllable. Journal of Experimental Child Psychology, 92, 366-387.
Savage, R., Blair, R., & Rvachew, S. (2006). Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology, 94, 183-205.
Savage, R., & Carless, S. (2005). Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading. Journal of Child Psychology and Psychiatry, 46:12, 1297-1308. doi:10.1111/j.1469-7610.2005.01436.x
Tompkins, G. (2011). Cracking the Alphabetic Code. Literacy in the Early Years,