Gains from nursery rhyme training were greatest in rhyme awareness and least in beginning sound awareness¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Within the experimental group's PALS improvement, rhyme awareness showed the greatest gains and beginning sound awareness the least. → Harper 2011

Evidence¶

Harper 2011¶

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. The Journal of Language and Literacy Education [Online], 7(1), 65-78. https://eric.ed.gov/?id=EJ1097164

q1 · i? · causal · r1

The author's interpretation in the Discussion of the experimental group's PALS subtask results, stating "the greatest gains were made in rhyme awareness, and the least gains in beginning sound awareness"; no subtask statistics are printed.

"Although the experimental group scored significantly higher on the pre-K PALS following the phonological awareness training, the greatest gains were made in rhyme awareness, and the least gains in beginning sound awareness."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Pre-K children receiving explicit nursery rhyme instruction significantly improved their nursery rhyme completion scores over ten weeks — related
• Pre-K children receiving explicit nursery rhyme instruction significantly improved their phonological awareness (PALS-Pre-K) scores — related
• Control-group pre-K children showed no statistically significant change on either measure over the ten-week period — related
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
• Phonemic segmentation training favored over rhyme/alliteration training on print knowledge, phonological processing, and early reading/writing (Yeh 2003), with substantively important but non-significant differences — related