Rhyming and Vocabulary: Effects of Lexical Restructuring

Autor/inn/en	Stadler, Marie A.; Watson, Maggie; Skahan, Sarah
Titel	Rhyming and Vocabulary: Effects of Lexical Restructuring
Quelle	In: Communication Disorders Quarterly, 28 (2007) 4, S.197-205 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740107311823
Schlagwörter	Reading Difficulties; Phonology; Reading Failure; Phonological Awareness; Preschool Children; Rhyme; Vocabulary Skills; Reading Skills; High Risk Students; Emergent Literacy + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Fonologie; Reading disability; Reading weakness; Leseschwäche; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reim; Aktiver Wortschatz; Reading skill; Lesefertigkeit; Problemschüler; Frühleseunterricht
Abstract	The purpose of this investigation was to determine the effect of lexical restructuring on children's phonological awareness. Thirty-three preschool children were assessed for vocabulary skills and ability to detect rhyme. Results supported the lexical restructuring theory because expressive vocabulary abilities were correlated with rhyming ability. However, children's ability to detect rhyme was not affected by neighborhood density (i.e., words from dense neighborhoods contain many similar sounding neighbors such as cat, bat, etc.). These findings provide important information for those who serve children at risk for reading failure. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10