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Rhythmic Rhymes for Boosting Phonological Awareness in Socially Disadvantaged Children
Author(s) -
Kuppen Sarah E. A.,
Bourke Emilie
Publication year - 2017
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12148
Subject(s) - rhyme , cohort , phonological awareness , disadvantaged , rhythm , psychology , phonology , socioeconomic status , literacy , developmental psychology , audiology , medicine , linguistics , environmental health , pedagogy , philosophy , population , poetry , political science , law
This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5–6‐year‐olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98, Cohort 2 N = 136). Program‐related gains from pre‐ to post‐tests of phonological awareness (Rhyme Detection, Rhyme Production, and Phoneme Deletion), were statistically significant with the exception of Rhyme Detection in the Spoken group (Cohort 1) and Rhyme Production in the Sung group (Cohort 2). The Spoken program achieved medium and large effect sizes for Cohort 1 on measures of rhyming awareness (although the effect size was small for Cohort 2). Comparatively, the Sung program was associated with smaller effects (small, negligible, or with a small positive effect for Controls) across tasks and cohorts.