Do Children Need Concurrent Prompts in Order to Use Lexical Analogies in Reading?

In two experiments, children were taught a word and then given reminders of that word while reading unfamiliar analogous words. Reminders of the pronunciation of taught words facilitated reading of rime analogous words (e.g. b eak -p eak ) over head analogous words (e.g. bea k- bea n) in Experiment 1, and onset analogous words (e.g. st ilt- st em), over medial analogous words (e.g. e.g. st ilt-mi lk ) in Experiment 2. Importantly, however, privileged improvement for rime and onset analogous words was not evident in the absence of these concurrent prompts. The findings suggest that the analogy model developed by Goswami (1993) may have limited applicability in naturalistic settings.