Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies.

Patrick D. Walton; Lona M. Walton

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Peer reviewed

ERIC Number: EJ647018

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1088-8438

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Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies.

Patrick D. Walton; Lona M. Walton

Scientific Studies of Reading, v6 n1 p79-115 Jan 2002

Finds teaching prereading kindergartners in the rime analogy strategy and prereading skills resulted in more reading than teaching either alone. Notes many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy; and children were able to generalize the rime analogy strategy to read words with unfamiliar rime spellings. (RS)

Descriptors: Beginning Reading, Instructional Effectiveness, Memory, Primary Education, Reading Instruction, Reading Research, Reading Strategies

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82949

Author Affiliations: N/A