Recent research in phonological awareness found a strong link between rhyming ability in preschool children and later reading achievement. The use of orthographic analogy, the ability to make inferences from similarities in spelling to similarities in sound, was proposed as the mechanism to explain this relationship (Goswami & Bryant, 1990). Literature was presented that suggested the need for further research. Four research questions were examined. First, can prereaders learn to read unfamiliar words on the basis of orthographic analogy after brief training with rhyming words? The evidence supported the view that they could. Second, will the ability to read words by orthographic analogy be enhanced by phonological training in onset and rime, and by the use of segmented text? The brief phonological training did not increase analogy word reading over the same training without it. However, using text segmented at the onset-rime boundary for training items did increase analogy word reading. Third, will reading by orthographic analogy vary according to the level of prereading skills (rhyming ability, phoneme identity, letter-sound knowledge)? The majority of children with high prereading skills learned to read analogy test words whereas most children with low prereading skills found the task too arduous. Fourth, will rhyming ability make an independent contribution to reading achievement? The results were equivocal. Rhyming ability did make an independent contribution to the number of trials taken to learn the training items. It did not when analogy word reading was the dependent variable. Phoneme identity accounted for most of the variance in analogy word reading. Further analyses found that the ability to identify the final phoneme was the best discriminator between children who learned to read analogy test words and those who did not. A possible explanation was that children used the final phoneme to determine the sound of the rime ending rather than the last two phonemes together.

The language of Chaucer bears a close relationship to his versification, meter, and rhyme. Chaucer's experimentation in a variety of verse forms in his career as a poet show how he tried to deal with the English language that was then undergoing major changes in phonology, morphology, and syntax.This thesis has analyzed the grammatical characteristics and syntax of selected Chaucerian rhyme words and has established the frequency of phrasal constituent structures in the sample. The sample consists of random groups of 1,000 lines from 12 tales which are divided into four groups in terms of the periods of writing date. In addition, those 12 tales have been classified into two types according to their rhyme scheme. The findings demonstrate that:1. The nominal rhyme is used most frequently and twice as much as the verbal rhyme.2. There is a tendency that the verbal rhyme is less frequently used in the heroic couplet writings but more often used in the rhyme royal writings.3. The adjective and adverbial rhymes seem to occur almost equally in ratio.4. There is a tendency that the nominal rhyme appears most frequently in the noun phrase functioning as an object of the preposition.5. Concerning the adverbial rhyme, the highest usage is as one indicating manner.6. There is a tendency that, in accordance with the progress of the periods, the frequency of the nominal rhyme gradually increases while the verbaladverbial rhymes, on the contrary, decrease.7. It is likely that the frequency variation might be caused by the progress of the periods, not by the type of rhyme scheme.8. Chaucer seems to prefer the minimal phrase to the expanded one.

Recent research in phonological awareness found a strong link between rhyming ability in preschool children and later reading achievement. The use of orthographic analogy, the ability to make inferences from similarities in spelling to similarities in sound, was proposed as the mechanism to explain this relationship (Goswami & Bryant, 1990). Literature was presented that suggested the need for further research. Four research questions were examined. First, can prereaders learn to read unfamiliar words on the basis of orthographic analogy after brief training with rhyming words? The evidence supported the view that they could. Second, will the ability to read words by orthographic analogy be enhanced by phonological training in onset and rime, and by the use of segmented text? The brief phonological training did not increase analogy word reading over the same training without it. However, using text segmented at the onset-rime boundary for training items did increase analogy word reading. Third, will reading by orthographic analogy vary according to the level of prereading skills (rhyming ability, phoneme identity, letter-sound knowledge)? The majority of children with high prereading skills learned to read analogy test words whereas most children with low prereading skills found the task too arduous. Fourth, will rhyming ability make an independent contribution to reading achievement? The results were equivocal. Rhyming ability did make an independent contribution to the number of trials taken to learn the training items. It did not when analogy word reading was the dependent variable. Phoneme identity accounted for most of the variance in analogy word reading. Further analyses found that the ability to identify the final phoneme was the best discriminator between children who learned to read analogy test words and those who did not. A possible explanation was that children used the final phoneme to determine the sound of the rime ending rather than the last two phonemes together. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate