Children’s Discrimination of Rhyme

Knafle, June D.

doi:10.1044/jshr.1703.367

Cited by 17 publications

(4 citation statements)

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“…For example, segments such as syllable-initial consonant clusters appear to be units in naturally occurring (MacKay, 1972) and experimentally induced (MacKay, 1978) speech errors. In addition, the findings of developmental studies (Kirtley, Bryant, Maclean, & Bradley, 1989;Knafle, 1974;Stanovich, Cunningham, & Cramer, 1984;Treiman, 1985aTreiman, , 1985bTreiman, , 1993Treiman, Zukowski, & Richmond-Welty, 1995) and metalinguistic studies (Cutler, Butterfield, & Williams, 1987;Treiman, 1983Treiman, , 1984Treiman, , 1986Treiman, Salasoo, Slowiaczek, & Pisoni, 1982) support the role of onset and rime units in spoken English. Onset and rime blendings also occur naturally in English; consider the origins of brunch (a meal served between breakfast and lunch).…”

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confidence: 83%

The role of phonology in a letter detection task

2000

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In two experiments, we investigated whether onsets and rimes have a role in the processing of written English. In both experiments, participants detected letter targets (e.g., t) in nonwords like vult faster than in nonwords like vust. This finding is consistent with Selkirk's (1982) view that sonorants (e.g., the III of vult) cohere with preceding short vowels and are part of the vowel nucleus. In contrast, the ItI of oust is part of the syllable's coda st and so is harder to isolate. Experiment 2 demonstrated that the time required for one to detect single-member codas following vowel digraphs (e.g., the t in veet) was similar to the time to detect the same target letter following a postvocalic sonorant (e.g., the t in vult). No evidence was found for onsets. The results provide support for a phonological organization among letters of printed rimes.A major goal of psycholinguistics is to understand the units involved in the processing of spoken and written English. In speech processing, one level of analysis of analysis is the word. Spoken words also are divisible into syllables and phonemes. Compatibly, English orthography has a lexical level (represented by the spaces between words) and a graphemic level where a letter or a group of letters represents a single sound. Whole words map to complete phonological representations (e.g., aisle-oteul).Graphemes map to individual phonemes (e.g., ck~/k/). Grapheme-phoneme correspondences may exist at an intermediate level, larger than individual graphemes but smaller than words (e.g., break-eiott + leik/). This hypothesis is investigated in the present study.

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confidence: 83%

The role of phonology in a letter detection task

2000

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“…One of the earliest and simplest phonological awareness skills, the ability to rhyme also begins to develop during the pre-school years (e.g., Adams, 1990;Wood & Terrell, 1998) and continues to develop during the early elementary school years (Knafle, 1974). Rime awareness (large grain) develops earlier than phoneme awareness (small grain) and predicts later phoneme awareness (e.g., Goswami, 2002).…”

Section: Phonological Awareness: Rhymingmentioning

confidence: 98%

Letters Rhyme: Electrophysiological Evidence From Children and Adults

Coch

Mitra

George

et al. 2011

Developmental Neuropsychology

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Event-related potentials (ERPs) and behavioral accuracy judgments were recorded in a letter name rhyming paradigm (e.g., A-J versus A-B) with 6- to 8-year-old beginning readers and adults. A typical N450 rhyming effect was evident for both children and adults, with few differences in mean amplitude or peak latency between groups. The size and timing of the electrophysiological effect were not correlated with standardized measures of phonological or reading ability, but accuracy in the ERP task was. Single letters elicit a similar ERP rhyming effect in young children and adults, suggesting the early establishment of neurocognitive systems used in the rhyme task.

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“…As children grow older their ability to make judgments about small phonological segments improves. From a very early age they are able to isolate and detect relatively large units such as syllables, and they can recognize rhymes (Knafle, 1973, 1974; Lenel & Cantor, 1981; MacLean, Bryant, & Bradley, 1987). Rhymes involve units that can be called intrasyllabic (Treiman, 1985, 1987), and in terms of size, they are usually somewhere between a syllable and a phoneme; to recognize that cat and mat rhyme, one must detect at some level the common two-phoneme segment at .…”

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confidence: 99%

Rhyme and alliteration, phoneme detection, and learning to read.

Bryant¹,

MacLean²,

Bradley³

et al. 1990

Developmental Psychology

516

322

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In this article, 3 views of the relation between various forms of phonological awareness (detection of rhyme and alliteration and detection of phonemes) and children's reading were tested. These are (a) that the experience of learning to read leads to phoneme awareness and that neither of these is connected to awareness of rhyme, (b) that sensitivity to rhyme leads to awareness of phonemes, which in turn affects reading, and (c) that rhyme makes a direct contribution to reading that is independent of the connection between reading and phoneme awareness. The results from a longitudinal study that monitored the phonological awareness and progress in reading and spelling of 65 children from the ages of 4 years 7 months to 6 years 7 months produced strong support for a combination of the 2nd and 3rd models and none at all for the 1 st model. This research was supported by a grant from the Medical Research Council.We are grateful for the help of Terezinha Carraher who read and commented on an earlier version of the article. We would like to thank the teachers and staff of local primary and first schools for letting us visit the children in our project at school.

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Children’s Discrimination of Rhyme

Cited by 17 publications

References 0 publications

The role of phonology in a letter detection task

The role of phonology in a letter detection task

Letters Rhyme: Electrophysiological Evidence From Children and Adults

Rhyme and alliteration, phoneme detection, and learning to read.

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