PHONOLOGICAL AWARENESS, RHYME AND LEARNING TO READ
Abstract
The main topic discussed in this article concems the cotroversy
in recent years about the extent to which children possess phonological
awareness and the extent and direction of causal links between
phonological awareness and literacy. Thus, in the first part of this article
we discuss phonological awareness and its relationship to the use of
rhyme and alliteration in children's poems. Then, we discuss the controversy
about the cause-effect relationship between phonological awareness
and learning to read. Although there is no controversy about its
existence, there is a lot of disagreement as to the direction of this relationship,
i.e. what is cause and what is effect. On the basis of the literature
analyzed it is concluded that: (1) Rhyming and alliteration exist prior to
reading and can help to develop it, however not necessarily in the same
way as explicit segmentation ability does. (2) Explicit segmentation ability
can precede reading. It may not be as common at a very early stage as
rhyme and alliteration. There are also other activities which involve focusing
on the sounds of language (e.g. composing poetry). Rhyme and alliteration
may help the child to become more interested in language in general
(not just in the way it sounds), and this may also be important for reading.
(3) In order to better comprehend the relationship between reading
and phonological awareness, it is necessary to regard phonological awareness
not as a single, unitary and organized construct but as a general
cognitive ability, composed of a complex combination of different abilities,
each one with its own particular features. (4) The combination of longitudinal
data and the results of various interventions (e.g. training studies) may
provide greater insight into the problem.
Downloads
Download data is not yet available.
References
Aimard, P. (1972). L'enfant et son langage. Paris: Simep Éditions.
Bar Adon, A. (1971). Primary syntactic structures in Hebrew child language. Em A.
Bar Adon & W. F. Leopold (Orgs.) Child language: a book of readings. Englewood
Cliffs, N. J.: Prentice Hall.
Beech, J. & Colley, A. (1987). (Orgs.) Cognitive approaches to reading. Chichester:
John Wiley & Sons.
Bradley, L. & Bryant, P. E. (1978). Difficulties in auditory organization as a possible
cause of reading backwardness. Nature, 271, 46-747.
Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal
connection. Nature, 301, 419-421.
Bradley, L. & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. IRARLD
Monographs No. 1. Ann Arbor: University of Michigan Press.
Britton, J. (1970). Language and learning. Harmondsworth: Penguin.
Bruce, D. J. (1964). The analysis of word sounds. British Journal of Educational Psychology,
34, 158-170.
Bryant, P. E. (1987). Priorities in developmental psychology: a comment on the paper
by Susan Sugarman. International Journal of Behavioural Development, 10,
415-422.
Bryant, P. E. & Bradley, L. (1985). Children's reading problems. Oxford: Blackwell.
Calfee, R. C. Chapman, R. & Venezsky, R. (1972). How a child needs to think in order
to learn to read. Em L. Gregg(Org.) Cognition in learning and memory. New York:
Halsted Press.
Calfee, R. C, Lindamood, P. & Lindamood, C. (1973). Acoustic-phonetic skills and
reading-kindergarten through twelfth grade. Journal of Educational Psychology,
64, 293-298.
Campbell, R. & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly
literate subject: developmental case with associated deficits of phonemic
processing and awareness. The Quarterly Journal of Experimental Psychology,
37a, 435-476.
Carraher, T. N. (1987). Theoretical and empirical approaches to causality: the case of
segmentai analysis and literacy. Cahiers de Psychologie Cognitive, 7(5),
456-461.
Cazden, C. B. (1976). Play with language and metalinguistic awareness: one dimension
of language experience. Em J. S. Bruner, A. Jolly & K. Sylva (Orgs.) Play.
Harmondsworth: Penguin.
Chamberlain, A. F. & Chamberlain, I. C. (1904a). Studies of a child - I. Pedagogical
Seminary,9, 64-291.
Chamberlain, A. F. & Chamberlain, I. C. (1904b). Studies of a child - II. Pedagogical
Seminary, 9, 452-483.
Chao, Y. R. (1971). The cantian idiolect: An analysis of the Chinese spoken by a
twenty eight months old child. Em A. Bar Adon & W. F. Leopold (Orgs.). Child
language: a book of readings. Englewood Cliffs, N. J.: Prentice Hall.
Chukovsky, K. (1968). From two to five. Berkeley and Los Angeles: University of Califórnia
Press (Tradução em língua inglesa da original em língua russa, edição de
1959).
Chukovsky, K. (1970). Ot Dvukh do pyati. Moscow: Narodnaya Asveta.
Cole, M., Gay, J., Glick, J. & Sharp, D. W. (1971). The cultural context of learning and
thinking. An exploration in experimental anthropology. New York: Methuen.
Content, A., Morais, J., Alegria, J. e Bertelson, P. (1982). Accelerating the development
of phonetic segmentation skills in kindergartners. Cahiers de Psychologie
Cognitive, 2, 259-269.
Donaldson, M. (1978). Children's minds. Glasgow: Fontana/Collins.
Dowker, A. (no prelo). Rhyme and alliteration in poems elicited from young children.
Journal of Child Language.
Ehri, L. C. & Wilce, L. C. (1980). The influence of orthography on readers' conceptualization
of the phonemic structure of words. Applied Psycholinguistics, 1, 71 -385.
EPkonin, D. B. (1973). U.S.S.R. Em J. Downing (Org.), Comparative reading. New
York: MacMillan.
Esposito, A. (1980). Children's play with language. Child Study Journal, 10, 207-217.
Finnegan, D. (1977). Phoneme sequencing knowledge of kindergarten and elementary
school age children. (Doctoral dissertation, University of Wisconsin, 1976). Dissertation
Abstracts International, 37, 4922A. (University Microfilms No. 76 25,
558).
Fox B. & Routh, D. K. (1975). Analyzing spoken language into words, syllables and
phonemes: a developmental study. Journal of Psycholinguistic Research, 4, 31-
342.
Fox B. & Routh, D. K. (1980). Phonemic analysis and severe reading disability in children.
Journal of Psycholinguistic Research, 9, 115-120.
Francis, H. (1982). Leaming to read: Literate behaviour and orthographic knowledge.
London: George Allen & Unwin.
Garvey, C. (1977). Play with language and speech. Em S. Ervin Tripp & O Mitchell
Kernan (Orgs.) Child discourse. New York: Academic Press.
Geller, L. G. (1982). Linguistic consciousness raising: child's play. Language Arts, 59,
120-125.
Geller, L. G. (1983). Children's rhymes and literacy leaming: making connections.
Language Arts, 60, 184-193.
Gleitman, L. R. & Rozin P. (1973). Teaching reading by use of a syllabary. Reading
Research Quarterly, 8, 447-483.
Goldstein, D. M. (1976). Cognitive linguistic functioning and learning to read in preschoolers.
Journal of Educational Psychology, 68, 680-688.
Hakes, D. (1982). The development of metalinguistic awareness: What develops? Em
S.A. Kuczaj (Org.). Language, Thought and Culture. Hillsdale, N.J.: Erlbaum.
Heath, (1983). Ways with words: Language, life and work in communities and classrooms.
Cambridge: Cambridge University Press.
Horgan, D. (1981). Learning to tell jokes: case study of metalinguistic abilities. Journal
of Child Language, 8, 217-224.
Hulme, C. (1987). Reading retardation. Em J. R. Beech & A. M. Colley (Orgs.). Cognitive
approaches to reading. Chichester: John Wiley & Sons.
lanco Worrall, A. D. (1972). Bilingualism and cognitive development. Child Development,
43, 1390-1400.
Jespersen, O. (1922). Language: its nature, development and origin. London: Allen &
Unwin.
Jusczyk, P. W. (1977). Rhymes and reasons: some aspects of the child's appreciation
of poetic form. Developmental Psychology, 13, 599-607.
Keenan, E. O. (1974). Conversational competence in children. Journal of Child Language,
120, 39-48.
Keenan, E. O. & Klein, E. (1975). Coherency in child à \scourse. Journal of Psycholinguistic
Research, 4, 365-380.
Krown, S. (1974). Threes and fours go to school. Englewood Cliffs, N.J.: Prentice Hall.
Lenel, J. C. & Cantor, J. H. (1981). Rhyme recognition and phonemic pemeption in
young children. Journal of Psycholinguistic Research, 10, 57-68.
Leopold, W. F. (1949). Speech development of a bilingual child Evanston, III.: Northwestern
University Press.
Lewkowicz, N. (1980). Phonemic awareness training: what to teach and how to teach
it. Journal of Educational Psychology, 72, 686-700.
Liberman, I. Y. (1973). Segmentation of the spoken work and reading acquisition. Bulletin
of the Orton Society, 23, 65-77.
Liberman, I. Y. (1982). A language-oriented view of reading and its disabilities. Em H.
Myklebust (Org.) Progress in learning disabilities. New York: Grune & Stratton.
Liberman, I. Y., Shankweiler, D., Fisher, F. W. & Carter, B. (1974). Explicit syllable and
phoneme segmentation in the young child. Journal of Experimental Child Psychology,
18, 201-212.
Liberman, I. Y., Shankweiler, D., Liberman, A. M., Fowler, C. & Fisher, F. W. (1977).
Phonetic segmentation and recoding in the beginning reader. Em A. S. Rober & D.
L. Scorborough (Orgs.). Toward a psychology of reading. Hillsdale, N.J.: Erlbaum.
Lindholm. K. J. (1980). Bilingual children: some interpretations of cognitive and linguistic
development. Em K. E. Nelson. (Org.). Children's language (Vol. 2). London:
Gardner Press.
Lukens, H. T. (1894). Preliminary report on the learning of language. Pedagogical Seminary,
3, 419-460.
Ludberg, I. (1978). Aspects of linguistic awareness related to reading. Em A. Sinclair,
R. J. Jarvella & N. J. M. Levelt. (Orgs.). The child conception of language. Berlin:
Springer Verlag.
Lundberg I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first
school years predicted from phonemic awareness skills in kindergarten. Scandinavian
Journal of Psychology, 21, 159-173.
Maccoby, E. E. & Jacklin, C. N. (1975). The psychology of sex differences. Oxford:
Oxford University Press.
Maclean, M., Bryant, P. & Bradley, L. (1987). Rhymes, nursery rhymes and reading in
early childhood. Merril Palmer Quarterly, 33, 255-281.
Mann, V. (1986). Phonological awareness: the role of reading experience. Cognition,
24, 65-92.
Marshall, J. C. & Cossu, G. (1987). Segmentai analysis: modular representations and
processes. Cahiers de Psychologie Cognitive, 7, 482-A87.
McDowell, J. H. (1975). The speech play and verbal art of Chicano children. PhD.
Dissertation, University of Texas.
Morais, J., Alegria, J. & Content, A. (1987). The relationships between segmentai analysis
and alphabetic literacy: an interactive view. Cahiers de Psychologie Cognitive,
7, 415-438.
Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech
segmentation. Cognition, 24, 45-64.
Morais, J., Cary, L, Alegria, J. & Bertelson, P. (1979). Does awareness of speech as
a sequence of phonemes arise spontaneously? Cognition, 7, 323-331.
Morse, P. A. (1977). Infant Speech Perception. Em D. A. Sanmders (Org.). Auditory
perception of speech: an introduction to principies and problems. Englewood
Cliffs, N.J.: Prentice Hall.
Nesdale, A. R., Herriman, M. & Tunmer, W. E. (1980). The development of phonological
awareness. Em R. Grieve, W. Tunmer & C. Pratt (Orgs.). Language awareness
in children. University of Western Austrália: Education Research and Perspective.
Olofsson, A. (1985). Phonemic awareness and learning to read: a longitudinal and
quasi experimental study. Tese de Doutorado Department of Psychology, University
of Umea, Sweden.
Olofsson, A. & Lundberg, I. (1985). Evaluation of long term effects of phonemic awareness
training in kindergarten: illustrations of some methodological problems in
evaluation research. Scandinavian Journal of Psychology, 26, 21-34.
Peck, S. (1978). Child-child discourse in second language acquisition. Em E. Hatch
(Org.). Second language acquisition: a book of readings. New York: Newbury
House.
Períetti, O A. (1985). Reading Skill. Hillsdale, N.J.: Erlbaum.
Piaget, J. (1955). The language and thought of the child. Cleveland, Ohio: Meridian
(Tradução em língua inglesa do original de língua francesa, edição de 1936).
Read, O, Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech
sounds on knowing alphabetic reading. Cognition, 24, 31-34.
Rivkai, Y. (1937).Letters to parents. Jerusalém: Achiasaf.
Roazzi, A. (1986). Social context in experimental psychology. Ricerche di Psicologia,
4, 23-45.
Roazzi, A. (1987a). Pesquisa e contexto: métodos de investigação e diferenças sócio-
culturais em questão. Cadernos de Pesquisa, 62, 35-44.
Roazzi, A. (1987b). O desenvolvimento individual, o contexto social e a prática de
pesquisa. Psicologia: Ciência e Profissão, 2, 27-33.
Rosen C. & Rosen, H. (1973). The language of primary school children. Harmondsworth:
Penguin.
Rosner, J. & Simon, D. P. (1971). The auditory analysis test: and initial report. Journal
of Learning Disabilities, 4, 384-392.
Savin, H. B. (1972). What the child knows about speech when he starts to learn to
read. Em J. F. Kavanagh & I. G. Mattingly (orgs.). Language by ear and by eye.
Cambridge, Mass.: M.I.T. Press.
Saywitz, K. & Wilkinson, L. C. (1982). Age related differences in metalinguistic awareness.
Em S.A. Kuczaj (Org.), Language, thought and culture. London: Erlbaum.
Schieffelin, B. B. (1983). Talking like birds: sound play in a cultural perspective. Em E.
Ochs & B. B. Schieffelin (Orgs.). Acquiring conversational competence. London:
Routledge & Kegan Paul.
Schulz, T. R. & Robillard, J. (1980). The development of linguistic humour in children:
incongruity through rule violation. Em P. E. McGhee & A. J. Chapman (Orgs.).
Children's Humour. Chichester: John Wiley & Sons.
Schwartz, J. I. (1977). Metalinguistic awareness: a study of verbal play in young children.
Trabalho apresentado ao Annual Meeting of the American Educational Research
Association, San Francisco, April.
Schwartz, J. I. (1981). Children's experiments with language. Young Children, 36,
27-32.
Share, D. L. & Jorm, A. F. (1987). Segmentai analysis: co-requisite to reading, vital for
self teaching, requiring phonological memory. Cahier de Psychologie Cognitive, 7,
509-513.
Share, D. L, Jorm, A. F., Maclean, R. & Matthews, R. G. (1984). Sources of individual
differences in reading acquisition. Journal of Educational Psychology, 76,
1 09-1324.
Slobin, D. I. (1978). A case study of early language awareness. Em A. Sinclair, R. J.
Jarvella & W. J. Levelt (Orgs.). The child's conception of language. Berlin: Springer
Verlag.
Spinillo, A. G. & Roazzi, A. (1988). Usos e funções da língua escrita no contexto escolar.
Revista Brasileira de Estudos Pedagógicos, 69(161), 55-74.
Stanovich, K. E. (1987). Perspectives on segmentai analysis and alphabetic literacy.
Cahiers de Psychologie Cognitive, 7, 514-519.
Stanovich, K. E., Cunningham, A. E. & Cramer, B. B. (1984). Assessing phonological
awareness in kindergarten children: issues of task comparability. Journal of Experimental
Child Psychology, 38, 175-190.
Steedman, C. (1972). The tidy house: little girls' writing. London: Virago Press.
Sutton Smith, B. (1980). The folkstories of children. Philadelphia: University of
Pennsylvania Press.
Tretthein, A. W. (1904). Psychology of the language interest of children. Pedagogical
Seminary, 9, 113-177.
Wallach, L, Wallach, M. A., Dozier, M. G. & Kaplan, N. E. (1976). Poor children learning
to read do not have trouble with auditory discrimination, but do have trouble
with phoneme recognition. Journal of Educational Psychology, 69, 36-39.
Weir, R. H. (1962). Language in the crib. The Hague: Mouton.
Weir, R. H. (1966). Some questions on the child's learning of phonology. Em F. Smith
& G. a. Miller (Orgs.). The genesis of language. Cambridge, Mass.: M.I.T. Press.
Bar Adon, A. (1971). Primary syntactic structures in Hebrew child language. Em A.
Bar Adon & W. F. Leopold (Orgs.) Child language: a book of readings. Englewood
Cliffs, N. J.: Prentice Hall.
Beech, J. & Colley, A. (1987). (Orgs.) Cognitive approaches to reading. Chichester:
John Wiley & Sons.
Bradley, L. & Bryant, P. E. (1978). Difficulties in auditory organization as a possible
cause of reading backwardness. Nature, 271, 46-747.
Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal
connection. Nature, 301, 419-421.
Bradley, L. & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. IRARLD
Monographs No. 1. Ann Arbor: University of Michigan Press.
Britton, J. (1970). Language and learning. Harmondsworth: Penguin.
Bruce, D. J. (1964). The analysis of word sounds. British Journal of Educational Psychology,
34, 158-170.
Bryant, P. E. (1987). Priorities in developmental psychology: a comment on the paper
by Susan Sugarman. International Journal of Behavioural Development, 10,
415-422.
Bryant, P. E. & Bradley, L. (1985). Children's reading problems. Oxford: Blackwell.
Calfee, R. C. Chapman, R. & Venezsky, R. (1972). How a child needs to think in order
to learn to read. Em L. Gregg(Org.) Cognition in learning and memory. New York:
Halsted Press.
Calfee, R. C, Lindamood, P. & Lindamood, C. (1973). Acoustic-phonetic skills and
reading-kindergarten through twelfth grade. Journal of Educational Psychology,
64, 293-298.
Campbell, R. & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly
literate subject: developmental case with associated deficits of phonemic
processing and awareness. The Quarterly Journal of Experimental Psychology,
37a, 435-476.
Carraher, T. N. (1987). Theoretical and empirical approaches to causality: the case of
segmentai analysis and literacy. Cahiers de Psychologie Cognitive, 7(5),
456-461.
Cazden, C. B. (1976). Play with language and metalinguistic awareness: one dimension
of language experience. Em J. S. Bruner, A. Jolly & K. Sylva (Orgs.) Play.
Harmondsworth: Penguin.
Chamberlain, A. F. & Chamberlain, I. C. (1904a). Studies of a child - I. Pedagogical
Seminary,9, 64-291.
Chamberlain, A. F. & Chamberlain, I. C. (1904b). Studies of a child - II. Pedagogical
Seminary, 9, 452-483.
Chao, Y. R. (1971). The cantian idiolect: An analysis of the Chinese spoken by a
twenty eight months old child. Em A. Bar Adon & W. F. Leopold (Orgs.). Child
language: a book of readings. Englewood Cliffs, N. J.: Prentice Hall.
Chukovsky, K. (1968). From two to five. Berkeley and Los Angeles: University of Califórnia
Press (Tradução em língua inglesa da original em língua russa, edição de
1959).
Chukovsky, K. (1970). Ot Dvukh do pyati. Moscow: Narodnaya Asveta.
Cole, M., Gay, J., Glick, J. & Sharp, D. W. (1971). The cultural context of learning and
thinking. An exploration in experimental anthropology. New York: Methuen.
Content, A., Morais, J., Alegria, J. e Bertelson, P. (1982). Accelerating the development
of phonetic segmentation skills in kindergartners. Cahiers de Psychologie
Cognitive, 2, 259-269.
Donaldson, M. (1978). Children's minds. Glasgow: Fontana/Collins.
Dowker, A. (no prelo). Rhyme and alliteration in poems elicited from young children.
Journal of Child Language.
Ehri, L. C. & Wilce, L. C. (1980). The influence of orthography on readers' conceptualization
of the phonemic structure of words. Applied Psycholinguistics, 1, 71 -385.
EPkonin, D. B. (1973). U.S.S.R. Em J. Downing (Org.), Comparative reading. New
York: MacMillan.
Esposito, A. (1980). Children's play with language. Child Study Journal, 10, 207-217.
Finnegan, D. (1977). Phoneme sequencing knowledge of kindergarten and elementary
school age children. (Doctoral dissertation, University of Wisconsin, 1976). Dissertation
Abstracts International, 37, 4922A. (University Microfilms No. 76 25,
558).
Fox B. & Routh, D. K. (1975). Analyzing spoken language into words, syllables and
phonemes: a developmental study. Journal of Psycholinguistic Research, 4, 31-
342.
Fox B. & Routh, D. K. (1980). Phonemic analysis and severe reading disability in children.
Journal of Psycholinguistic Research, 9, 115-120.
Francis, H. (1982). Leaming to read: Literate behaviour and orthographic knowledge.
London: George Allen & Unwin.
Garvey, C. (1977). Play with language and speech. Em S. Ervin Tripp & O Mitchell
Kernan (Orgs.) Child discourse. New York: Academic Press.
Geller, L. G. (1982). Linguistic consciousness raising: child's play. Language Arts, 59,
120-125.
Geller, L. G. (1983). Children's rhymes and literacy leaming: making connections.
Language Arts, 60, 184-193.
Gleitman, L. R. & Rozin P. (1973). Teaching reading by use of a syllabary. Reading
Research Quarterly, 8, 447-483.
Goldstein, D. M. (1976). Cognitive linguistic functioning and learning to read in preschoolers.
Journal of Educational Psychology, 68, 680-688.
Hakes, D. (1982). The development of metalinguistic awareness: What develops? Em
S.A. Kuczaj (Org.). Language, Thought and Culture. Hillsdale, N.J.: Erlbaum.
Heath, (1983). Ways with words: Language, life and work in communities and classrooms.
Cambridge: Cambridge University Press.
Horgan, D. (1981). Learning to tell jokes: case study of metalinguistic abilities. Journal
of Child Language, 8, 217-224.
Hulme, C. (1987). Reading retardation. Em J. R. Beech & A. M. Colley (Orgs.). Cognitive
approaches to reading. Chichester: John Wiley & Sons.
lanco Worrall, A. D. (1972). Bilingualism and cognitive development. Child Development,
43, 1390-1400.
Jespersen, O. (1922). Language: its nature, development and origin. London: Allen &
Unwin.
Jusczyk, P. W. (1977). Rhymes and reasons: some aspects of the child's appreciation
of poetic form. Developmental Psychology, 13, 599-607.
Keenan, E. O. (1974). Conversational competence in children. Journal of Child Language,
120, 39-48.
Keenan, E. O. & Klein, E. (1975). Coherency in child à \scourse. Journal of Psycholinguistic
Research, 4, 365-380.
Krown, S. (1974). Threes and fours go to school. Englewood Cliffs, N.J.: Prentice Hall.
Lenel, J. C. & Cantor, J. H. (1981). Rhyme recognition and phonemic pemeption in
young children. Journal of Psycholinguistic Research, 10, 57-68.
Leopold, W. F. (1949). Speech development of a bilingual child Evanston, III.: Northwestern
University Press.
Lewkowicz, N. (1980). Phonemic awareness training: what to teach and how to teach
it. Journal of Educational Psychology, 72, 686-700.
Liberman, I. Y. (1973). Segmentation of the spoken work and reading acquisition. Bulletin
of the Orton Society, 23, 65-77.
Liberman, I. Y. (1982). A language-oriented view of reading and its disabilities. Em H.
Myklebust (Org.) Progress in learning disabilities. New York: Grune & Stratton.
Liberman, I. Y., Shankweiler, D., Fisher, F. W. & Carter, B. (1974). Explicit syllable and
phoneme segmentation in the young child. Journal of Experimental Child Psychology,
18, 201-212.
Liberman, I. Y., Shankweiler, D., Liberman, A. M., Fowler, C. & Fisher, F. W. (1977).
Phonetic segmentation and recoding in the beginning reader. Em A. S. Rober & D.
L. Scorborough (Orgs.). Toward a psychology of reading. Hillsdale, N.J.: Erlbaum.
Lindholm. K. J. (1980). Bilingual children: some interpretations of cognitive and linguistic
development. Em K. E. Nelson. (Org.). Children's language (Vol. 2). London:
Gardner Press.
Lukens, H. T. (1894). Preliminary report on the learning of language. Pedagogical Seminary,
3, 419-460.
Ludberg, I. (1978). Aspects of linguistic awareness related to reading. Em A. Sinclair,
R. J. Jarvella & N. J. M. Levelt. (Orgs.). The child conception of language. Berlin:
Springer Verlag.
Lundberg I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first
school years predicted from phonemic awareness skills in kindergarten. Scandinavian
Journal of Psychology, 21, 159-173.
Maccoby, E. E. & Jacklin, C. N. (1975). The psychology of sex differences. Oxford:
Oxford University Press.
Maclean, M., Bryant, P. & Bradley, L. (1987). Rhymes, nursery rhymes and reading in
early childhood. Merril Palmer Quarterly, 33, 255-281.
Mann, V. (1986). Phonological awareness: the role of reading experience. Cognition,
24, 65-92.
Marshall, J. C. & Cossu, G. (1987). Segmentai analysis: modular representations and
processes. Cahiers de Psychologie Cognitive, 7, 482-A87.
McDowell, J. H. (1975). The speech play and verbal art of Chicano children. PhD.
Dissertation, University of Texas.
Morais, J., Alegria, J. & Content, A. (1987). The relationships between segmentai analysis
and alphabetic literacy: an interactive view. Cahiers de Psychologie Cognitive,
7, 415-438.
Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech
segmentation. Cognition, 24, 45-64.
Morais, J., Cary, L, Alegria, J. & Bertelson, P. (1979). Does awareness of speech as
a sequence of phonemes arise spontaneously? Cognition, 7, 323-331.
Morse, P. A. (1977). Infant Speech Perception. Em D. A. Sanmders (Org.). Auditory
perception of speech: an introduction to principies and problems. Englewood
Cliffs, N.J.: Prentice Hall.
Nesdale, A. R., Herriman, M. & Tunmer, W. E. (1980). The development of phonological
awareness. Em R. Grieve, W. Tunmer & C. Pratt (Orgs.). Language awareness
in children. University of Western Austrália: Education Research and Perspective.
Olofsson, A. (1985). Phonemic awareness and learning to read: a longitudinal and
quasi experimental study. Tese de Doutorado Department of Psychology, University
of Umea, Sweden.
Olofsson, A. & Lundberg, I. (1985). Evaluation of long term effects of phonemic awareness
training in kindergarten: illustrations of some methodological problems in
evaluation research. Scandinavian Journal of Psychology, 26, 21-34.
Peck, S. (1978). Child-child discourse in second language acquisition. Em E. Hatch
(Org.). Second language acquisition: a book of readings. New York: Newbury
House.
Períetti, O A. (1985). Reading Skill. Hillsdale, N.J.: Erlbaum.
Piaget, J. (1955). The language and thought of the child. Cleveland, Ohio: Meridian
(Tradução em língua inglesa do original de língua francesa, edição de 1936).
Read, O, Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech
sounds on knowing alphabetic reading. Cognition, 24, 31-34.
Rivkai, Y. (1937).Letters to parents. Jerusalém: Achiasaf.
Roazzi, A. (1986). Social context in experimental psychology. Ricerche di Psicologia,
4, 23-45.
Roazzi, A. (1987a). Pesquisa e contexto: métodos de investigação e diferenças sócio-
culturais em questão. Cadernos de Pesquisa, 62, 35-44.
Roazzi, A. (1987b). O desenvolvimento individual, o contexto social e a prática de
pesquisa. Psicologia: Ciência e Profissão, 2, 27-33.
Rosen C. & Rosen, H. (1973). The language of primary school children. Harmondsworth:
Penguin.
Rosner, J. & Simon, D. P. (1971). The auditory analysis test: and initial report. Journal
of Learning Disabilities, 4, 384-392.
Savin, H. B. (1972). What the child knows about speech when he starts to learn to
read. Em J. F. Kavanagh & I. G. Mattingly (orgs.). Language by ear and by eye.
Cambridge, Mass.: M.I.T. Press.
Saywitz, K. & Wilkinson, L. C. (1982). Age related differences in metalinguistic awareness.
Em S.A. Kuczaj (Org.), Language, thought and culture. London: Erlbaum.
Schieffelin, B. B. (1983). Talking like birds: sound play in a cultural perspective. Em E.
Ochs & B. B. Schieffelin (Orgs.). Acquiring conversational competence. London:
Routledge & Kegan Paul.
Schulz, T. R. & Robillard, J. (1980). The development of linguistic humour in children:
incongruity through rule violation. Em P. E. McGhee & A. J. Chapman (Orgs.).
Children's Humour. Chichester: John Wiley & Sons.
Schwartz, J. I. (1977). Metalinguistic awareness: a study of verbal play in young children.
Trabalho apresentado ao Annual Meeting of the American Educational Research
Association, San Francisco, April.
Schwartz, J. I. (1981). Children's experiments with language. Young Children, 36,
27-32.
Share, D. L. & Jorm, A. F. (1987). Segmentai analysis: co-requisite to reading, vital for
self teaching, requiring phonological memory. Cahier de Psychologie Cognitive, 7,
509-513.
Share, D. L, Jorm, A. F., Maclean, R. & Matthews, R. G. (1984). Sources of individual
differences in reading acquisition. Journal of Educational Psychology, 76,
1 09-1324.
Slobin, D. I. (1978). A case study of early language awareness. Em A. Sinclair, R. J.
Jarvella & W. J. Levelt (Orgs.). The child's conception of language. Berlin: Springer
Verlag.
Spinillo, A. G. & Roazzi, A. (1988). Usos e funções da língua escrita no contexto escolar.
Revista Brasileira de Estudos Pedagógicos, 69(161), 55-74.
Stanovich, K. E. (1987). Perspectives on segmentai analysis and alphabetic literacy.
Cahiers de Psychologie Cognitive, 7, 514-519.
Stanovich, K. E., Cunningham, A. E. & Cramer, B. B. (1984). Assessing phonological
awareness in kindergarten children: issues of task comparability. Journal of Experimental
Child Psychology, 38, 175-190.
Steedman, C. (1972). The tidy house: little girls' writing. London: Virago Press.
Sutton Smith, B. (1980). The folkstories of children. Philadelphia: University of
Pennsylvania Press.
Tretthein, A. W. (1904). Psychology of the language interest of children. Pedagogical
Seminary, 9, 113-177.
Wallach, L, Wallach, M. A., Dozier, M. G. & Kaplan, N. E. (1976). Poor children learning
to read do not have trouble with auditory discrimination, but do have trouble
with phoneme recognition. Journal of Educational Psychology, 69, 36-39.
Weir, R. H. (1962). Language in the crib. The Hague: Mouton.
Weir, R. H. (1966). Some questions on the child's learning of phonology. Em F. Smith
& G. a. Miller (Orgs.). The genesis of language. Cambridge, Mass.: M.I.T. Press.
Downloads
Published
2012-07-26
How to Cite
Roazzi, A., & Dowker, A. (2012). PHONOLOGICAL AWARENESS, RHYME AND LEARNING TO READ. Psicologia: Teoria E Pesquisa, 5(1), 31–55. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17058
Issue
Section
Artigos
