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The advantages of rime‐prompting: a comparative study of prompting methods when hearing children read
Author(s) -
Moseley David,
Poole SallyAnn
Publication year - 2001
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.00139
Subject(s) - hard rime , psychology , rhyme , read aloud , reading (process) , syllable , miscue analysis , linguistics , phonology , audiology , reading aloud , developmental psychology , reading comprehension , poetry , medicine , literature , art , philosophy
Goswami (1999) summarised the evidence supporting the teaching of onset and rime in early reading development. In the present study onset‐rime theory was applied in a randomised controlled trial to the authentic reading task of reading aloud to an adult. Helpers heard Year‐2 children read and responded to miscues and hesitations using one of two prompting procedures. Half of the subjects were prompted using a rime‐prompt approach whereas the other half were told the correct word after five seconds. Progress was measured using word and text‐level tests and the rime‐prompt group performed significantly better than the word‐prompt group at the 5% level. The rime‐prompt method has potential for helping children recognise one‐ and two‐syllable words. It is suitable for use by parents, teachers and other helpers.