Language Awareness and Learning to Read

Front Cover
J. Downing, R. Valtin
Springer Science & Business Media, Dec 6, 2012 - Psychology - 305 pages
During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho linguistics. But with rather unusual rapidity the work from these scientific dis ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators "linguistic awareness," "metacognition," "metalinguistic ability," "task aware ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children's thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.
 

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Contents

Introduction
1
Task Awareness in the Development of Reading
26
Insights from
57
Childrens Thinking About Language and Their
78
Cognitive Development and Units of Print in Early
93
How Orthography Alters Spoken Language
119
Links
148
Theory and Practice in Learning to Read
173
Multiple
192
The Development of Metalinguistic Abilities
207
Awareness of Features and Functions
227
References
261
Author Index
300
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