Phonemes, rimes, and the mechanisms of early reading development

C Hulme

doi:10.1006/jecp.2002.2674

Phonemes, rimes, and the mechanisms of early reading development

C Hulme

Psychology

Research output: Contribution to journal › Editorial › peer-review

Abstract

Our paper (Hulme, et al., 2002) provides further evidence that phoneme-level skills are better predictors of children's early progress in learning to read than are onset-rime skills. The commentaries on our paper raise a number of issues including which variables (Such as vocabulary knowledge and rime ability) need to be controlled in order to demonstrate a specific relationship between phoneme-level skills and reading ability and whether pre-readers are capable of performing phonemic awareness tasks and the factorial structure of phonological skills. None of the commentaries, however, casts any doubt on our basic conclusion that phoneme-level skills are better predictors of early reading skills than are onset-rime skills. (C) 2001 Elsevier Science (USA).

Original language	English
Pages (from-to)	58-64
Number of pages	7
Journal	Journal of Experimental Child Psychology
Volume	82
Issue number	1
DOIs	https://doi.org/10.1006/jecp.2002.2674
Publication status	Published - May 2002

Keywords

phoneme awareness
rime awareness
learning to read
PHONOLOGICAL AWARENESS
RHYME
SKILLS
SEGMENTATION
ABILITY
ANALOGY
ONSET

Access to Document

10.1006/jecp.2002.2674

Cite this

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title = "Phonemes, rimes, and the mechanisms of early reading development",

abstract = "Our paper (Hulme, et al., 2002) provides further evidence that phoneme-level skills are better predictors of children's early progress in learning to read than are onset-rime skills. The commentaries on our paper raise a number of issues including which variables (Such as vocabulary knowledge and rime ability) need to be controlled in order to demonstrate a specific relationship between phoneme-level skills and reading ability and whether pre-readers are capable of performing phonemic awareness tasks and the factorial structure of phonological skills. None of the commentaries, however, casts any doubt on our basic conclusion that phoneme-level skills are better predictors of early reading skills than are onset-rime skills. (C) 2001 Elsevier Science (USA).",

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AB - Our paper (Hulme, et al., 2002) provides further evidence that phoneme-level skills are better predictors of children's early progress in learning to read than are onset-rime skills. The commentaries on our paper raise a number of issues including which variables (Such as vocabulary knowledge and rime ability) need to be controlled in order to demonstrate a specific relationship between phoneme-level skills and reading ability and whether pre-readers are capable of performing phonemic awareness tasks and the factorial structure of phonological skills. None of the commentaries, however, casts any doubt on our basic conclusion that phoneme-level skills are better predictors of early reading skills than are onset-rime skills. (C) 2001 Elsevier Science (USA).

KW - phoneme awareness

KW - rime awareness

KW - learning to read

KW - PHONOLOGICAL AWARENESS

KW - RHYME

KW - SKILLS

KW - SEGMENTATION

KW - ABILITY

KW - ANALOGY

KW - ONSET

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M3 - Editorial

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