Rhyming Words and Onset-Rime Constituents: An Inquiry into Structural Breaking Points and Emergent Boundaries in the Syllable

Geudens and Sandra, in their 2003 study, investigated the special role of onsets and rimes in Dutch-speaking children's explicit phonological awareness. In the current study, we tapped implicit phonological knowledge using forced-choice similarity judgment (Experiment 1) and recall of syllable lists (Experiment 2). In Experiment 1, Dutch-speaking prereaders judged rime-sharing pseudowords (/f[alpha]s/-/m[alpha]s/) to sound more similar than pseudowords sharing an equally sized nonrime unit (/f[alpha]s/-/f[alpha]k/). However, in a syllable recall task (/t[epsilon]f/, /r[iota]s/, /n[alpha]l/), Dutch-speaking prereaders were as likely to produce recombination errors that broke up the rime (/t[epsilon]s/) as to produce errors that retained the rime (/r[epsilon]f/). Thus, a rime effect was obtained in a task that highlighted the phonological similarity between items sharing their rimes, but this effect disappeared in tasks without repetition of rime units. We conclude that children's sensitivity to rimes depends on similarity relations and might not reflect a fixed perceived structure of spoken syllables.