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Rhyme, language, and children's reading

Published online by Cambridge University Press:  28 November 2008

Peter Bryant,
Morag Maclean and
Lynette Bradley
Peter Bryant*
Affiliation:
University of Oxford
Morag Maclean
Affiliation:
University of Oxford
Lynette Bradley
Affiliation:
University of Oxford
*
Peter Bryant, Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford OX1 3UD, England
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Abstract

It has been shown that there is a strong relation between children's phonological skills and the progress that they make in reading. But there is some uncertainty whether this is a specific connection or whether it is just a byproduct of variations in general language ability. We report evidence from a longitudinal study showing that the relation between children's sensitivity to rhyme and alliteration and their success in reading is highly specific and cannot be accounted for in terms of general language ability. In this study measures were taken of a group of children's linguistic and metalinguistic skills when they were 3 and 4 years old. The linguistic measures were of the children's vocabulary, their receptive and expressive use of grammar, and their ability to imitate sentences. The metalinguistic measures were of their ability to detect rhyme and alliteration and of their awareness of syntax. Two to three years later, when the children were 6;7, we measured their progress in reading and spelling. The children's rhyme and alliteration scores were related to their reading two years later even after controls for differences in linguistic skills and also for differences in intelligence and in social background. The other metalinguistic task – syntax awareness – did not predict reading after these controls. Awareness of rhyme, we argue, makes a distinctive contribution to reading by helping children to form spelling categories.

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Type
Articles
Information
Applied Psycholinguistics , Volume 11 , Issue 3 , September 1990, pp. 237 - 252
Copyright
Copyright © Cambridge University Press 1990

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References

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