The Efficacy of Rhyme Instruction in Early Childhood Special Education

Autor/in	Pufpaff, Lisa A.
Titel	The Efficacy of Rhyme Instruction in Early Childhood Special Education
Quelle	In: Journal of the American Academy of Special Education Professionals, (2021), S.68-80 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Rhyme; Language Rhythm; Preschool Education; Literacy Education; Special Education; Students with Disabilities; Misconceptions; Phonemes; Emergent Literacy; Correlation; Early Intervention; Speech Impairments; Language Impairments; Intellectual Disability; Down Syndrome; Genetic Disorders; Cerebral Palsy + Suchen Sie Ihr Suchwort? Reim; Sprachrhythmus; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Missverständnis; Fonem; Frühleseunterricht; Korrelation; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Intellect; Verstand; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Hirnlähmung
Abstract	Rhyme awareness is a typical component of preschool curricula, yet research evidence does not support a direct link between rhyming ability in typically developing preschoolers and later literacy acquisition. Since the evidence base on literacy development among typically developing children is often used to guide intervention among children with disabilities, it is critical that teachers of early childhood special education be aware of the misconceptions regarding the importance of rhyme awareness. The ability to blend and segment phonemes has consistently demonstrated a causal relationship to literacy acquisition, yet is not consistently addressed at the preschool level. This paper summarizes the evidence regarding the link between rhyme awareness and literacy achievement for children with disabilities. The evidence suggests a general trend toward deficits in rhyme awareness among individuals with disabilities yet no direct link to later literacy acquisition. Therefore, the implications suggest caution in teaching rhyme awareness to the exclusion of other early literacy skills that have a proven direct, causal link to literacy achievement. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01