Early childhood educators have understood the correlation between rhyming and reading for years. We read nursery rhymes, Dr. Seuss books, and sing songs with rhyming lyrics. Those of us who have taught reading using the phonics approach have introduced word families to our young readers.
What are word families?
Words that actually rhyme because they have the same ending sounds. An example is the “at” word family: bat, cat, fat, hat, mat, pat, rat, sat, etc. Using this approach to reading, children learn the phonic sounds of each letter and then begin reading words within word families. Children that have been exposed to rhyming can hear the similarities in words which aids them in early reading and spelling skills!
There is an interesting research study conducted at Dartmouth University by Dr. Donna Coch. In this on going study, experiments that read brain waves of young adult readers are indicating that there seems to be a strong connection between knowing how words rhyme and knowing how to read them. This research study was recently highlighted in the Dartmouth News: “How Rhyming Helps Reading: Brain Waves Tell the Story.”
There are many studies that that state the importance of introducing rhymes to young children, not only to develop reading skills, but to increase their vocabulary.
How do we approach introducing rhyming?
Recite and Memorize Nursery Rhymes such as, Little Bo Peep, Jack and Jill, etc.
Read books that rhyme such as “The Cat in the Hat” and “A Giraffe and a Half.”
Play a Rhyming Game where the child is allowed to give the adult a word and the child listens while the adult must tell the child a word that rhymes with that word. This allows the child to “hear” the rhyme in words. It is a natural progression then for the child to begin to rhyme words on their own! This game really works and is a lot of fun for the children and adults.
Matching Rhyming Objects. These maybe purchased from Montessori-n-Such or Primary Concepts. No reading involved but 3-D objects to hold and match. Listening to rhyming words is emphasized and practiced. The child is given a few sets of rhyming objects such as: rake/snake, fan/can, mice/dice, fork/cork, car/star, etc. Pair together stating the name of each with an emphasis on the ending sounds. State to the child, “Rhyming words have the same ending sounds!” Continue matching each of the rhyming sets. Review aloud as a conclusion.
Rhyming Puzzles. A set of 5 ½ by 5 ½ picture puzzles. The top half of the puzzle has a picture and name of an object the lower half of the puzzle has a picture and name of an object that RHYMES with the top section of the puzzle. Each rhyming puzzle is made up of two pieces. Here is a presentation of these Rhyming Puzzles.
Reading Word Family Cards. The short vowel reading cards are lists of words divided by the vowel sound. Then each vowel sound is divided into word families. An example is Card#1 Short “at family”----- bat, cat, fat, hat, mat, pat, rat, sat. (All “at” words) The reading cards continue in the same manner with “an” words, “am” words, ‘ag” words, etc. These can be purchased as a downloadable file here and an example is below.
Having access to rhyming materials is great but remember that reciting and memorizing chants and songs as well as reading rhyming books is the first step!
Check out your local library and use them for free! Oral rhyming games are fun and free and can be played one-on-one or as a group.
In your home or in the classroom,
Sing a rhyme to a favorite tune,
Just take a little time
And create your own rhyme!