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Rhythmic rhymes for boosting phonological awareness in socially disadvantaged children
journal contribution
posted on 2023-09-01, 14:09 authored by Sarah E. A. Kuppen, Emilie BourkeThis study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1s (5-6 year olds) from low socio-economic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N= 98, Cohort 2 N= 136). Gains from pre to post tests of phonological awareness (Rhyme Detection, Rhyme Production and Phoneme Deletion), were statistically significant with the exception of Rhyme Detection in the Spoken group (Cohort 1) and Rhyme Production in the Sung group (Cohort 2). The Spoken program achieved medium and large effect sizes for Cohort 1 on measures of rhyming awareness (although the effect size was small for Cohort 2). Comparatively, the Sung program was associated with smaller effects (small, negligible or with a small positive effect for controls) across tasks and cohorts.
History
Refereed
- Yes
Volume
11Issue number
4Page range
181-189Publication title
Mind, Brain, and EducationISSN
1751-228XExternal DOI
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WileyFile version
- Accepted version
Language
- eng
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Legacy posted date
2017-07-31Legacy creation date
2017-07-30Legacy Faculty/School/Department
ARCHIVED Faculty of Science & Technology (until September 2018)Usage metrics
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