him extended practice would therefore be recommended. Examples of such word play would include the learning of nursery rhymes and the introduction of rhyming games that use both real words and nonsense syllables. Rhyming activity makes few semantic or syntactic demands on the child while giving him practice in varying the phonemic content of utterances.
Nonetheless, evidence that onset-rime manipulations are valuable for gaining phonological awareness does not resolve the issue of whether onsetrime is a genuine linguistic level or whether the hierarchical model of phonological awareness satisfactorily represents children's growth in phonological awareness. At present there is a marked difference between our sense of the educational value of onset-rime activities and our knowledge of the stages of acquiring phonological awareness. Further investigations will narrow this gap.
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