Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-30T20:46:57.756Z Has data issue: false hasContentIssue false
  • English
  • Français

Comments “On Rhyme, language, and children's reading”

Published online by Cambridge University Press:  28 November 2008

Peter Bryant ,
Morag Maclean  and
Lynette Bradley
Peter Bryant*
Affiliation:
University of Oxford
Morag Maclean
Affiliation:
University of Oxford
Lynette Bradley
Affiliation:
University of Oxford
*
Peter Bryant, University of Oxford, Department of Experimental Psychology, South Parks
Get access Rights & Permissions [Opens in a new window]

Extract

Judith Bowey's constructive comments on our article seem to us to be as good an example of the advantages of dialogue in research as one could hope to find. We agree with many of her comments, and we are pleased with her further analysis of some of our data. In fact, we have very little to add and would only like to clarify a few points.

Type
Dialogue
Information
Applied Psycholinguistics , Volume 11 , Issue 4 , December 1990 , pp. 449 - 450
Copyright
Copyright © Cambridge University Press 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.CrossRefGoogle Scholar
Bryant, P., MacLean, M., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 237–252.Google Scholar