Abstract
Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes.
Highlights
The initial teaching of reading as well as the preceding preparation of children for reading have long been primarily associated with the development of sight perception and focused on the mutual harmonising of eye movements with the movement of the hand
The results point to the conclusion that the highest number of non-traditional answers occurred in the nursery rhymes with the lowest percentage of success
The ability to complete rhyme in nursery rhymes improves with age, and the difference is statistically significant
Summary
The initial teaching of reading as well as the preceding preparation of children for reading have long been primarily associated with the development of sight perception and focused on the mutual harmonising of eye movements with the movement of the hand. Research into language teaching began to indicate that problems with reading and writing largely result from the shortcomings in processing not visual but acoustic information. There have been growing doubts that we read primarily with sight, especially in connection with the growing knowledge regarding the importance of phonological skills in reading. Many studies have shown that the awareness of the phonological structure of spoken speech, distinguishing phonological units (words, syllables, morphemes and, especially, phonemes), including the ability to work effectively with them at the level of operational memory, is, from the aspect of learning to read, much more important, if not even decisive (Adams, 1990; McBride-Chang, 1995; Mann & Foy, 2007; Torgesen, 2002)
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