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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-218952
DOI: 10.25656/01:21895; 10.26529/cepsj.685
URN: urn:nbn:de:0111-pedocs-218952
DOI: 10.25656/01:21895; 10.26529/cepsj.685
| Original Title |
Rhyming in the context of the phonological awareness of pre-school children |
|---|---|
| Parallel title | Rima v kontekstu fonološke ozaveščenosti predšolskih otrok |
| Authors | Grofčíková, Soňa; Máčajová, Monika |
| Source | CEPS Journal 11 (2021) 1, S. 115-138 |
| Document | full text (281 KB) |
| License of the document | In copyright |
| Keywords (German) | Kinderreim; Gedicht; Fonologie; Sprachbewusstsein; Kind; Vorschulerziehung; Kindergarten; Sprachförderung; Sprachkompetenz; Wirkung; Lesenlernen; Test; Slowakei |
| sub-discipline | Teaching Didactics/Teaching Languages and Literature Early Childhood Education and Care |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Rhyming is one of the basic skills associated with phonological awareness. This paper aims to introduce theoretical starting points and the results of research into children’s rhyming in the context of phonological awareness. The text explains theoretical circumstances pertaining to the theme and defines key concepts. The main part of the paper includes the results of the research of pre-school children in Slovakia. There were 866 respondents (children) of 4 to 7 years of age. The subject of the research was the rhyming skills of children, which was tested in three independent areas: completing the rhyme in a nursery-rhyme, awareness of rhymes, and the production of rhymes. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 31.03.2021 |
| Citation | Grofčíková, Soňa; Máčajová, Monika: Rhyming in the context of the phonological awareness of pre-school children - In: CEPS Journal 11 (2021) 1, S. 115-138 - URN: urn:nbn:de:0111-pedocs-218952 - DOI: 10.25656/01:21895; 10.26529/cepsj.685 |
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