Rhyming Ability Report

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Buckstein (2010) explored the relationship between rhyming ability and PA skills/reading ability, by examining the effect of explicit rhyming instruction on those skill sets. It is hypothesized that explicit rhyming instruction, provided concurrently with the standard classroom curriculum PA instruction, will cause a significant improvement in rhyming skills and possibly reading skills, but will not significantly improve the other PA skills assessed. A total of 18 typically developing, kindergarten-age children participated in this study. They were randomly assigned to either an Experimental Group (EG)(N=9) or a Control Group (CG) (N=9). They were each pretested using 7 subtests from the Phonological Awareness Test. Following pretesting, EG
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