Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children |
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| Authors: | Merel M van Goch James M McQueen Ludo Verhoeven |
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| Institution: | 1. Behavioural Science Institute, Radboud University Nijmegen;2. Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen;3. Max Planck Institute for Psycholinguistics |
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| Abstract: | How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can be enhanced by training lexical specificity. Forty-two prereading 4-year-olds were randomly assigned to either an experimental group that was taught pairs of new words that differed minimally or a control group that received numeracy training. The experimental group gained on a rhyme awareness task, suggesting that learning phonologically specific new words fosters phonological awareness. |
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