Hostname: page-component-848d4c4894-8kt4b Total loading time: 0 Render date: 2024-06-28T18:52:52.486Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  28 November 2008

Keith T. Greaney  and
William E. Tunmer
Keith T. Greaney*
Affiliation:
Massey University
William E. Tunmer
Affiliation:
Massey University
*
W. E. Tunmer, Department of Education, Massey University, Palmerston North, New Zealand
Get access Rights & Permissions [Opens in a new window]

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.

Type
Articles
Information
Applied Psycholinguistics , Volume 17 , Issue 1 , January 1996 , pp. 15 - 40
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adams, M. J. (1990). Beginning to read: Learning and thinking about print. Cambridge, MA: MIT Press.Google Scholar
Adams, M. J., & Bruck, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing: An Interdisciplinary Journal. 5, 113–139.CrossRefGoogle Scholar
Backman, J. E., Mamen, M., & Ferguson, H. B. (1984). Reading level design: Conceptual and methodological issues in reading research. Psychological Bulletin, 96, 560–568.CrossRefGoogle ScholarPubMed
Baron, J. (1979). Orthographic and word-specific mechanisms in children's reading of words. Child Development, 50, 60–72.CrossRefGoogle Scholar
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, 999–1011.CrossRefGoogle ScholarPubMed
Bowey, J. A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91–121.CrossRefGoogle Scholar
Bradley, L. (1980). Assessing reading difficulties: A diagnostic and remedial approach. London: Macmillan Education.CrossRefGoogle Scholar
Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28, 874–886.CrossRefGoogle Scholar
Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 374–388.CrossRefGoogle Scholar
Bryant, P. E., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Mamen and Ferguson. Psychological Bulletin, 100, 101–103.CrossRefGoogle Scholar
Bryant, P. E., Maclean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.CrossRefGoogle Scholar
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, 141–151.CrossRefGoogle Scholar
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. 139–182). New York: Wiley.Google Scholar
Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: American Heritage.Google Scholar
Dunn, L. M., & Dunn, L. (1981). Peabody Picture Vocabulary Test. Circle Pines, MN: American Guidance Service.Google Scholar
Eggleton, J. (1990). A different world: Rhymes to read. Auckland: Heinemann Education.Google Scholar
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. 383–417). New York: Longman.Google Scholar
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. 107–143). Hillsdale, NJ: Erlbaum.Google Scholar
Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read by analogy. Reading Research Quarterly, 27, 13–26.CrossRefGoogle Scholar
Elley, W., & Croft, C. (1989). Assessing the difficulty of reading materials: The noun frequency method. Wellington: New Zealand Council for Educational Research.Google Scholar
Elley, W., Croft, C., & Cowie, C. (1977). A New Zealand basic word list. Wellington: New Zealand Council for Educational Research.Google Scholar
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, 36–41.CrossRefGoogle Scholar
Gilmore, A., Croft, C., & Reid, N. (1981). Burt Word Reading Test, New Zealand Revision. Wellington: New Zealand Council for Educational Research.Google Scholar
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73–83.CrossRefGoogle Scholar
Goswami, U. (1988). Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239–268.CrossRefGoogle Scholar
Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 1110–1123.CrossRefGoogle Scholar
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443–475.CrossRefGoogle Scholar
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.Google Scholar
Goswami, U. (1992). Rhyming, analogy and children's reading. In Gough, P. B., Ehri, L., & Treiman, R. (Eds.), Reading acquisition (pp. 49–63). Hillsdale, NJ: Erlbaum.Google Scholar
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, 522–532.CrossRefGoogle ScholarPubMed
Iversen, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112–126.CrossRefGoogle Scholar
Kirtley, C., Bryant, P., Maclean, M., & Bradley, L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224–245.CrossRefGoogle ScholarPubMed
Lenel, J., & Cantor, J. (1981). Rhyme recognition and phonemic perception in young children. Journal of Psycholinguistic Research, 10, 57–67.CrossRefGoogle Scholar
Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284.CrossRefGoogle Scholar
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–281.Google Scholar
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, 293–310.CrossRefGoogle ScholarPubMed
Perfetti, C. A. (1992). The representation problem in reading acquisition. In Gough, P., Ehri, L., & Treiman, R. (Eds.). Reading acquisition (pp. 145–174). Hillsdale, NJ: Erlbaum.Google Scholar
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, 283–319.Google Scholar
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, 109–127.CrossRefGoogle Scholar
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 28–53.CrossRefGoogle Scholar
Smith, J. W. A., & Elley, W. B. (1994). Learning to read in New Zealand. Auckland: Longman Paul.Google Scholar
Snowling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford: Basil Black-well.Google Scholar
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161–181.CrossRefGoogle ScholarPubMed
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. 65–106). Hillsdale, NJ: Erlbaum.Google Scholar
Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition, 18, 559–567.CrossRefGoogle ScholarPubMed
Wise, B. W. (1992). Whole words and decoding for short-term learning: Comparisons on a “talking-computer” system. Journal of Experimental Child Psychology, 54, 147–167.CrossRefGoogle ScholarPubMed
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, 1–19.CrossRefGoogle Scholar
Wylie, R. E., & Durrell, D. D. (1970). Teaching vowels through phonograms. Elementary English, 47, 787–791.Google Scholar