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Peer reviewedSavage, Robert – Journal of Research in Reading, 2001
Considers Goswami's (1999) review of available evidence for and against the role of phonological rime awareness and analogy theory, concluding much of the evidence fits an alternative (non-rime) interpretation. Explores implications from this evidence for teaching and the role of rime analogy should play in the British National Curriculum. (SG)
Descriptors: Beginning Reading, British National Curriculum, Curriculum Design, Primary Education
