Skip to main content Accessibility help
×
Home

Onset/rime sensitivity and orthographic analogies in normal and poor readers

  • Keith T. Greaney (a1) and William E. Tunmer (a1)

Abstract

This study was designed to determine whether there was a relationship between the ease with which children make use of orthographic analogies and their progress in learning to read. The results of an experiment using a reading age match design showed that poor readers performed as well as normal readers on orally presented measures of onset/rime sensitivity, but less well on visually/orally presented rhyme tasks. The poor readers also performed less well than the normal readers on a task that measured the children's ability to take advantage of analogical units when reading lists of words: these reading lists contained groups of words that differed according to (1) whether the words containing the common unit were presented contiguously or noncontiguously, and (2) whether the unit constituted the rime portion of the words or was embedded within the rime portion of the words. A follow-up intervention study demonstrated that poor readers who received instruction in the use of orthographic analogies achieved higher reading accuracy scores on subsequent readings than did a matched group of poor readers who received standard remedial instruction in context cue usage.

Copyright

Corresponding author

W. E. Tunmer, Department of Education, Massey University, Palmerston North, New Zealand

References

Hide All
Adams, M. J. (1990). Beginning to read: Learning and thinking about print. Cambridge, MA: MIT Press.
Adams, M. J., & Bruck, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing: An Interdisciplinary Journal. 5, 113139.
Backman, J. E., Mamen, M., & Ferguson, H. B. (1984). Reading level design: Conceptual and methodological issues in reading research. Psychological Bulletin, 96, 560568.
Baron, J. (1979). Orthographic and word-specific mechanisms in children's reading of words. Child Development, 50, 6072.
Bowey, J. A., Cain, M. T., & Ryan, S. M. (1992). A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties. Child Development, 63, 9991011.
Bowey, J. A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91121.
Bradley, L. (1980). Assessing reading difficulties: A diagnostic and remedial approach. London: Macmillan Education.
Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419421.
Bradley, L. (1985). Rhyme and reason in reading and spelling (International Academy for Research in Learning Disabilities Monograph Series, No. 1). Ann Arbor: University of Michigan Press.
Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28, 874886.
Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 374388.
Bryant, P. E., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Mamen and Ferguson. Psychological Bulletin, 100, 101103.
Bryant, P. E., Maclean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429438.
Byrne, B., Freebody, P., & Gates, A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27, 141151.
Calfee, R. C., Chapman, R. S., & Venezky, R. L. (1972). How a child needs to think to learn to read. In Gregg, L. W. (Ed.), Cognition in learning and memory (pp. 139182). New York: Wiley.
Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: American Heritage.
Dunn, L. M., & Dunn, L. (1981). Peabody Picture Vocabulary Test. Circle Pines, MN: American Guidance Service.
Eggleton, J. (1990). A different world: Rhymes to read. Auckland: Heinemann Education.
Ehri, L. C. (1991). Development of the ability to read words. In Barr, R., Kamil, M. L., Mosenthal, P. B. & Pearson, P. D. (Eds.), Handbook of reading research (Vol. 2), (pp. 383417). New York: Longman.
Ehri, L. C. (1992). Reconceptualising the development of sight word reading and its relationship to recoding. In Gough, P., Ehri, L. & Treiman, R. (Eds.), Reading acquisition (pp. 107143). Hillsdale, NJ: Erlbaum.
Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read by analogy. Reading Research Quarterly, 27, 1326.
Elley, W., & Croft, C. (1989). Assessing the difficulty of reading materials: The noun frequency method. Wellington: New Zealand Council for Educational Research.
Elley, W., Croft, C., & Cowie, C. (1977). A New Zealand basic word list. Wellington: New Zealand Council for Educational Research.
Gaskins, I. W., Downer, M. A., Anderson, R., Cunningham, P. M., Gaskins, R. W., Schommer, M., & the Teachers of the Benchmark School. (1988). A metacognitive approach to phonics: Using what you know to decode what you don't know. Remedial and Special Education, 9, 3641.
Gilmore, A., Croft, C., & Reid, N. (1981). Burt Word Reading Test, New Zealand Revision. Wellington: New Zealand Council for Educational Research.
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 7383.
Goswami, U. (1988). Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239268.
Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 11101123.
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443475.
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Goswami, U. (1992). Rhyming, analogy and children's reading. In Gough, P. B., Ehri, L., & Treiman, R. (Eds.), Reading acquisition (pp. 4963). Hillsdale, NJ: Erlbaum.
Holligan, C., & Johnston, R. S. (1988). The use of phonological information by good and poor readers in memory and reading tasks. Memory and Cognition, 16, 522532.
Iversen, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112126.
Kirtley, C., Bryant, P., Maclean, M., & Bradley, L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224245.
Lenel, J., & Cantor, J. (1981). Rhyme recognition and phonemic perception in young children. Journal of Psycholinguistic Research, 10, 5767.
Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263284.
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255281.
Muter, V., Snowling, M., & Taylor, S. (1994). Orthographic analogies and phonological awareness: Their role and significance in early reading development. Journal of Child Psychology and Psychiatry, 35, 293310.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In Gough, P., Ehri, L., & Treiman, R. (Eds.). Reading acquisition (pp. 145174). Hillsdale, NJ: Erlbaum.
Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283319.
Peterson, M., & Haines, L. P. (1992). Orthographic analogy training with kindergarten children: Effects on analogy use, phonemic segmentation, and letter–sound knowledge. Journal of Reading Behavior, 24, 109127.
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 2853.
Smith, J. W. A., & Elley, W. B. (1994). Learning to read in New Zealand. Auckland: Longman Paul.
Snowling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford: Basil Black-well.
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161181.
Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In Gough, P. B., Ehri, L., & Treiman, R. (Eds.), Reading acquisition (pp. 65106). Hillsdale, NJ: Erlbaum.
Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition, 18, 559567.
Wise, B. W. (1992). Whole words and decoding for short-term learning: Comparisons on a “talking-computer” system. Journal of Experimental Child Psychology, 54, 147167.
Wise, B. W., Olson, R. K., & Treiman, R. (1990). Sybsyllabic units in computerised reading instruction: Onset-rime versus postvowel segmentation. Journal of Experimental Child Psychology, 49, 119.
Wylie, R. E., & Durrell, D. D. (1970). Teaching vowels through phonograms. Elementary English, 47, 787791.

Related content

Powered by UNSILO

Onset/rime sensitivity and orthographic analogies in normal and poor readers

  • Keith T. Greaney (a1) and William E. Tunmer (a1)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed.