Sarah Kuppen|Emilie Bourke
Rhythmic Rhymes for Boosting Phonological Awareness in Socially Disadvantaged Children
Anglia Ruskin University|University of Cambridge
abstract study evaluated ability two rhythmic rhyming programs raise phonological awareness early literacy classroom year 1 56yearolds low socioeconomic status schools bedfordshire learned program sung spoken rhythmic rhymes acted controls project ran two independent cohorts cohort 1 n 98 cohort 2 n 136 programrelated gains pre posttests phonological awareness rhyme detection rhyme production phoneme deletion statistically significant exception rhyme detection spoken group cohort 1 rhyme production sung group cohort 2 spoken program achieved medium large effect sizes cohort 1 measures rhyming awareness although effect size small cohort 2 comparatively sung program associated smaller effects small negligible small positive effect controls across tasks cohorts