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. |
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Page 7
... subskills involved in each of the 13 skill areas and the appropriate sequence for each subskill . Information provided by the PSRS – R will assist teachers in identifying the functional level for each individual student . This ...
... subskills involved in each of the 13 skill areas and the appropriate sequence for each subskill . Information provided by the PSRS – R will assist teachers in identifying the functional level for each individual student . This ...
Page
... subskills one by one. But more than that, not all subskills are created equal. Subskills follow the precept of the famous, universal Pareto principle, also known as “the 80/20 law.” This maxim states that 80% of the effects of any given ...
... subskills one by one. But more than that, not all subskills are created equal. Subskills follow the precept of the famous, universal Pareto principle, also known as “the 80/20 law.” This maxim states that 80% of the effects of any given ...
Page 5
... subskill for “add fractions.” For a given problem, not all these subskills were required. Table 1 shows the subskills required for some sample add-fraction problems. Fig. 2 is an example of a simple problem for addition of whole ...
... subskill for “add fractions.” For a given problem, not all these subskills were required. Table 1 shows the subskills required for some sample add-fraction problems. Fig. 2 is an example of a simple problem for addition of whole ...
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... subskills . Based on this theoretical view of reading , subskills- oriented reading materials begin by teaching sub- skills and sets of subskills to the point where they can be performed accurately , rapidly , and with minimal attention ...
... subskills . Based on this theoretical view of reading , subskills- oriented reading materials begin by teaching sub- skills and sets of subskills to the point where they can be performed accurately , rapidly , and with minimal attention ...
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... subskills (Barbe, Lucas, & Wasylyk, 1984). Handwriting instruction is predicated upon the development of specific subskills involving motor coordination, such as those involving controlled finger movements. In this perspective ...
... subskills (Barbe, Lucas, & Wasylyk, 1984). Handwriting instruction is predicated upon the development of specific subskills involving motor coordination, such as those involving controlled finger movements. In this perspective ...
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 |
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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