Rhyme and analogy in beginning reading: Conceptual and methodological issues

By Usha Goswami, M. P. East. Applied Psycholinguistics, 2000

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/41f28e4135f10212d777b35d621a4581a5a95afb

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Citations in the corpus

Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers (2006, background): “Debate remains regarding the precise nature and constituents of phonological awareness and the nature of the interaction of different phonological skills with reading and spelling acquisition (e.g., Anthony et al., 2002; Duncan & Seymour, 2000; Duncan, Seymour, & Hill, 1997; Goswami & Bryant, 1990; ”
Simulating consistency effects and individual differences in nonword naming: A comparison of current models (2006, background): “…(dark gray), no regular analogy, unique body. tify subgroups of skilled (Baron & Strawson, 1976; Brown, Lupker, & Colombo, 1994) and developing (Goswami & East, 2000) readers who vary in the degree to which they appear to apply grapheme-to-phoneme rules or lexical analogies in their reading of…”
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French (2009, background): “…clear dissociations in the level of explicit awareness of rhyming and phonemic sounds have been observed during the first year of schooling according to whether children were exposed to reading instruction that emphasized phonemes or rhyme (Duncan, Seymour & Hill, 1997, 2000; Goswami & East, 2000).”
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “…earliest stages of development, phonological awareness is best represented by children’s abilities to produce and comprehend rhymes (Chaney, 1992; Goswami & East, 2000; Maclean, Bryant, & Bradley, 1987) and to sort words on the basis of beginning, middle, or ending sounds (Bradley & Bryant,…”
Phonology, reading development, and dyslexia: A cross-linguistic perspective (2002, background): “many of which have also shown that there is an apparently language-universal sequence in the development of phonological awareness (e.g., Cisero & Royer, 1995; Durgunoglu & Oney, 1999; Goswami & East, 2000 ).”
Pseudohomophone effects and phonological recoding procedures in reading development in English and German (2001, background): “They will also depend on the grain size emphasized in direct teaching (see Duncan et al., 1997; Goswami & East, 2000; Wimmer & Goswami, 1994).”
Linguistic constraints on children's ability to isolate phonemes in Arabic (2007, unknown): “…to cast doubt on the psychological reality of the onset–rime structure (Booth & Perfetti, 2002; Duncan, Seymour, & Hill, 1997; Geudens & Sandra, 2003; Guedens, Sandra, & den Broeck, 2004; Guedens, Sandra, Martensen, & Nation, 2004; Goswami & East, 2000; Lewkowicz & Low, 1979; Uhry & Ehri, 1999).”
Nonword reading across orthographies: How flexible is the choice of reading units? (2003, unknown): “…the use of both types of units in children, depending on the nature of the reading task, the type of words being read, the teaching method being used, and the orthography under investigation (Brown & Deavers, 1999; Goswami & East, 2000; Goswami, Gombert, & de Barrera, 1998; Perry & Ziegler, 2000).”
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (2004, background): “Goswami and East (2000) argued that the unusual “common units” task used to measure rime awareness by Duncan et al. (1997) involved ambiguous instructions and that the pattern of results may have been an artifact of the way in which the children in the study had been taught to read.”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, methodology): “For example, Goswami and East (2000) used the same items from the common unit task to create a same different judgment task (judging whether pairs of words like can and hat shared a sound).”