Rhymes, nursery rhymes, and reading in early childhood.

TLDR

Little is known about how phonological awareness develops, but it is theorized that children learn to analyze word sounds through common linguistic routines such as nursery rhymes. A 15‑month longitudinal study followed children starting at 3 y 4 m, assessing nursery rhyme knowledge, rhyme and alliteration detection and production, and parental social class and education. Nursery rhyme knowledge was strongly and specifically linked to phonological skill development, a relationship that persisted after controlling for IQ and social background, and these measures predicted early reading but not early arithmetic.

Abstract

Little is known about the origins of phonological awareness. But one theory is that young children learn to analyze the component sounds in words with the help of common linguistic routines. Rhymes, and particularly nursery rhymes, are a possible example. Words rhyme because they share component sounds: To recognize that two words rhyme is, therefore, to know something about their component sounds. This theory was investigated in a 15-month longitudinal study which began when the children were age 3 years, 4 months. Assessments were made of their knowledge of nursery rhymes and their phonological skills, particularly the detection and production of rhyme and alliteration. Parental so cial class and educational levels were also assessed. A strong, highly specific re lationship was found between knowledge of nursery rhymes and the develop ment of phonological skills, which remained significant when differences in IQ and social background were controlled. Measures of nursery rhymes and of the detection and production of rhyme and alliteration were related to early reading, but not to early arithmetic skills.