Segmentation does predict early progress in learning to read better than rhyme: A reply to Bryant

Journal of Experimental Child Psychology

Volumn 71, Issue 1, 1998, Pages 39-44

  Hulme, Charles ^a   Muter, Valerie ^b   Snowling, Margaret ^b  

^a UNIVERSITY OF YORK   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032235593     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1998.2456     Document Type: Article

References (9)

1. Bryant, P. (1998). Sensitivity to onset and rime does predict young children's reading: A comment on Muter, Hulme, Snowling, and Taylor. Journal of Experimental Child Psychology, 71.
2. Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme, alliteration, phoneme detection and learning to read. Developmental Psychology, 26, 429-438.
3. Duncan, L. G., Seymour, P. H. K., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171-208.
4. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.
5. Hoien, T., Lundberg, I., Stanovich, K., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.
6. Muter, V., Hulme, C., & Snowling, M. (1997). The Phonological Abilities Test. London: The Psychological Corporation.
7. McDougall, S., Hulme, C., Ellis, A. W., & Monk, A. (1994). Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58, 112-123.
8. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
9. Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32, 154-167.