PROMOTING EARLY LITERACY THROUGH RHYME DETECTION ACTIVITIES DURING HEAD START CIRCLE-TIME

Children from Head Start groups (N = 40) were presented nine 5minute interventions during circle time. For two groups (n = 20) a phonological-awareness strategy - rhyme detection - was presented; the other two groups (n = 20) received training with a semantic emphasis. Interventions were part of routine circle-time activities couched between an introductory and closing singing activity. Results indicated that the group receiving the phonological-awareness treatment performed better on a rhyme detection test than the semantic intervention group. Results are discussed in terms of including a specific phonological awareness component in preschool programs to promote later reading success.