Rhyming

Education / April 23, 2015 / No Comments /
A look at how rhyming affects children’s comprehension level.

This paper is a summary and evaluation of research done by Donald S. Hayes, `Young children’s phonological sensitivity after exposure to a rhyming or non-rhyming story`, that was published in September, 2001 in the `Journal of Genetic Psychology.` The author examines how rhyming effects children’s comprehension levels, understanding and concentration in story telling.
“When Hayes reviewed the literature, he found assumptions about rhyming stories for young children. It had been assumed in the past that rhyming increased childrens’ interest in a story. Previous research had suggested that rhyming interfered with comprehension, and another assumption had been made, that this was caused because the child was paying more attention to the phonological aspects of the story than the content and meaning of the story. Hayes’ research found that children who heard the rhymed version of his selected story scored higher on tasks involving phonological similarities (rhyming and clang words), demonstrating that exposure to rhyme increases phonological awareness immediately after the rhymed text is heard.”


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