Reading, rhyming and phoneme detection Essay Example | Topics and Well Written Essays - 2000 words

Reading, rhyming and ph ime detection - Essay ExampleThe outcome of this research bring provides SLPs and teachers with guidelines for teaching phonologic and phonemic awareness to children with or without learning disabilities who are encountering problems with early education and/or spelling. Furthermore, by providing a description of available measures that show up problems in phonological awareness and literacy, the study analyzes three models for assessing childrens phonological and rhyming awareness and their subsequent reading skills. The study confirms the importance of early rhyming skills. Was pertinent background literature reviewed? Describe the justification for the study. Reading research has gained a lot of maintenance in the last few years because critical stages of phonological awareness can be developed through carefully planned instructions. This research is justified in that there is a need to find the connections amidst a childs early phonological and rhym ing skills and his or her progress in reading and spelling. It is established that activities such as substituting diverse sounds for the set-back sound of a familiar song help in a childs development of phonological awareness, which is a cognitive substratum to reading acquisition. It is known in this context that phonological awareness is not only cognitively related for analyzing wrangling but also prepares children for later reading instructions in phonics and spelling. The authors of this article have discussed that the inability to process language by using phonological key knowledge poses as much of a barrier to learning early word reading as is posed by rhyming and alliteration. Moreover, the research outcomes reveal that weakness in phonological bear on or weakness in rhyming... This study reports the results of four sessions during the period when the children were between the ages of 4 and 6 years and were tested with the use of two sets of predictive measures and one set of outcome measures. The predictive measures tested the children at the age of 4 years and 7 month and 5 years and 7 month on rhyme and alliteration detection ability. At the ages of 5 years and 7 month and 5 years and 11 month the researchers tested the children on their phoneme detection. The last for the first set of tests was to measure reading, spelling and arithmetic ability. For the first set of tests, the researchers conducted the test at the home of the participants. All later tests were conducted at the participants schools. The intervention for the first set of tests gave the children different versions of rhyme-oddity tasks. The children had two practice trials followed by ten experimental trials. In each trial the child could choose between three words with pictures and pick the two words that rhymed with them such as fish and dish. The researchers used the homogeneous tools to measure the childrens sensitivity to sound repeating as well. The third session of th e test incorporated a little more challenging tasks for the children because now they were an year older (5 years and 7 month), which demanded their attention to the position of sounds in words. During this intervention the researchers used three pictures that they showed to all the children and then asked them to point out which words began with the same sound. For example code ended with the same sound as rote.