Document Type
Undergraduate Thesis
Publication Date
2015
Journal
Undergraduate Honours Theses
Abstract
There is a lack of research that focuses on how the structure of children's storybooks contributes to reading development. Although many parenting sites express the benefits of reading rhyming stories to one's children, there is a lack of empirical research to support this claim. The goal of the present study was to determine whether exposure to rime or repetition strategies would enhance children's ability to correctly pronounce novel words and non-words. In this study, the clue word paradigm created by Goswami (1988) was used to determine if children could more successfully use the orthographic analogy strategy in a story context, following exposure to a rime or repetition training paradigm. The results of this study indicate that the participants tested did not utilize the orthographic analogy strategy described by Goswami (1988), regardless of whether they were in the rime or repetition condition. Potential explanations for these findings are discussed, as well as the possible limitations of this study and areas for future research.