Categorizing sounds and learning to read—a causal connection
Abstract
Children who are backward in reading are strikingly insensitive to rhyme and alliteration1. They are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do. Categorizing words in this way involves attending to their constituent sounds, and so does learning to use the alphabet in reading and spelling. Thus the experiences which a child has with rhyme before...
Paper Details
Title
Categorizing sounds and learning to read—a causal connection
Published Date
Feb 1, 1983
Journal
Volume
301
Issue
5899
Pages
419 - 421
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