Language Awareness and Learning to ReadJ. Downing, R. Valtin 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. |
From inside the book
Results 1-5 of 63
Page 4
... effects of operativity , oral language , and reading progress on a measure of linguistic awareness - the units of print test . His results , mainly derived from path analysis , are consistent with a with a cognitive developmental theory ...
... effects of operativity , oral language , and reading progress on a measure of linguistic awareness - the units of print test . His results , mainly derived from path analysis , are consistent with a with a cognitive developmental theory ...
Page 16
... effect of this rule is explicit : The initial / k / of / kana / in the one - morpheme word becomes [ g ] in the compound . But in the hiragana syllabary system that is one way of transcribing Japanese , the same kana character is used ...
... effect of this rule is explicit : The initial / k / of / kana / in the one - morpheme word becomes [ g ] in the compound . But in the hiragana syllabary system that is one way of transcribing Japanese , the same kana character is used ...
Page 17
... effect is enhanced if the orthographic form is " glyphic , " i.e. , compact and visually distinct ( Brooks , 1977 ) . On the other hand , if the word is one that the reader knows but has never seen in written form before , it is obvious ...
... effect is enhanced if the orthographic form is " glyphic , " i.e. , compact and visually distinct ( Brooks , 1977 ) . On the other hand , if the word is one that the reader knows but has never seen in written form before , it is obvious ...
Page 20
... effect is observed for words that are orthographically but not phonetically similar . These effects are the more impressive in that the phonetic and semantic similarities of the items are obvious to the subject , and he is free to use ...
... effect is observed for words that are orthographically but not phonetically similar . These effects are the more impressive in that the phonetic and semantic similarities of the items are obvious to the subject , and he is free to use ...
Page 21
... effects described are obtained not only for alphabetic but also for logographic stimuli . If the logographic kanji characters used in writing Japanese are presented to native speakers of Japanese in a probe paradigm , results parallel ...
... effects described are obtained not only for alphabetic but also for logographic stimuli . If the logographic kanji characters used in writing Japanese are presented to native speakers of Japanese in a probe paradigm , results parallel ...
Contents
1 | |
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 |
Other editions - View all
Common terms and phrases
acquired activities adults alphabetic alphabetic principle alveolar flap analysis analytic mechanisms analyzed aspects basal readers beginning readers behavior chapter child concepts correlations developmental effect Ehri evidence experimental explain function function words Gleitman grade grade-one graphemes hypothesis influence judgments kindergarten language acquisition language awareness LARR test learner learning to read letters lexical linguistic awareness listening literacy logographic Mattingly meaning memory metacognitive morpheme morphophonemic operativity oral language orthography percent perceptions of reading performance phonemic awareness phonemic segmentation phonetic recoding phonological preschool presented print awareness pronunciations psycholinguistic reading ability reading achievement reading and spelling reading and writing reading instruction reading process relationship representation responses scores semantic sentence seriation short-term memory silent letters sounds speech spoken language strategies structure subjects subskills suggests syllable symbols syntactic synthesis teachers teaching theory tion understanding units of print utterance visual vocabulary vowel written language