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Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer?.

Solutions for Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT. Download more important topics, notes, lectures and mock test series for CLAT Exam by signing up for free.

Here you can find the meaning of Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer?, a detailed solution for Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? has been provided alongside types of Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Students of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual role of phonological skills in young children’s reading progress. Children, who have good phonological skills, or good “phonological awareness”, become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of should within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognizing that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognizing that the odd word out in the set of words fan, cat, hat, mat is fan, this task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyms in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val: en: tine are /v/ and /t/, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-year old might have difficulty in recognizing that plea and pray being with the same initial sound. This is a phonemic judgement. Although the initial phoneme /P/ is shared between the two words, in plea it is part of ht onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the time), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to emerge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same different judgement task based on the beginning or the end sound of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shred only the initial phoneme, as in plea and pray. In the end sound task, the words either shared the entire rime, as in spit and wit, or shred only the final phoneme, s in rat and wit Treiman and Zudowski showed that 4 and 5 year old children found the onset-rime version of the same different task significantly easier than the version based on phonemes. Only the 6-year olds, who had been learning to read for a year, were able to perform both versions of the tasks with equal levels of success.Q.Which one of the following is likely to emerge last in the cognitive development of a child?a)Rhymeb)Rimec)Onsetd)PhonemeCorrect answer is option 'A'. Can you explain this answer? tests, examples and also practice CLAT tests.