Premium
Predicting growth of nonword reading and letter‐sound knowledge following rime‐ and phoneme‐based teaching
Author(s) -
Savage Robert,
Carless Sue
Publication year - 2004
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/j.1467-9817.2004.00227.x
Subject(s) - hard rime , psychology , reading (process) , phonological awareness , phonemic awareness , rhyme , test (biology) , linguistics , phonology , audiology , sound (geography) , cognitive psychology , poetry , art , medicine , paleontology , philosophy , literature , biology , geomorphology , geology
The present study sought to extend a recent study by Savage, Carless and Stuart, by looking at the pre‐test phonological skills that predicted improvements in letter‐sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter‐sound knowledge even when pre‐test scores on the respective dependent variables were controlled. Pre‐test letter‐sound knowledge was an independent predictor of nonsense word reading. Overall, onset‐rime manipulation did not add to the prediction of outcome. Onset‐rime manipulation predicted decoding improvements in a subgroup where children were exposed to both rime and phoneme‐based teaching.