Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children

Autor/inn/en	van Goch, Merel M.; McQueen, James M.; Verhoeven, Ludo
Titel	Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children
Quelle	In: Scientific Studies of Reading, 18 (2014) 3, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2013.827199
Schlagwörter	Verbal Learning; Language Acquisition; Literacy Education; Lexicology; Rhyme; Numeracy; Foreign Countries; Kindergarten; Young Children; Cognitive Ability; Phonemic Awareness; Short Term Memory; Correlation; Intervention; Netherlands + Suchen Sie Ihr Suchwort? Verbales Lernen; Sprachaneignung; Spracherwerb; Lexikologie; Reim; Rechenkompetenz; Ausland; Frühe Kindheit; Denkfähigkeit; Kurzzeitgedächtnis; Korrelation; Niederlande
Abstract	How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can be enhanced by training lexical specificity. Forty-two prereading 4-year-olds were randomly assigned to either an experimental group that was taught pairs of new words that differed minimally or a control group that received numeracy training. The experimental group gained on a rhyme awareness task, suggesting that learning phonologically specific new words fosters phonological awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10