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 3
... symbols . He presents a comprehensive review of research studies in this domain and shows that there is an important relationship between metacognitive awareness of the reading task and success or failure in learning to read . In the ...
... symbols . He presents a comprehensive review of research studies in this domain and shows that there is an important relationship between metacognitive awareness of the reading task and success or failure in learning to read . In the ...
Page 14
... symbols of the orthography actu- ally stand for linguistic units — phonemes in the one case , morphemes in the other -and the most that can be said is that the physical or semantic aspects of the design of a symbol help the reader to ...
... symbols of the orthography actu- ally stand for linguistic units — phonemes in the one case , morphemes in the other -and the most that can be said is that the physical or semantic aspects of the design of a symbol help the reader to ...
Page 15
... symbol for each morpheme ( the logographic mode ) , or for each syllable ( the syllabary mode ) or for each morphophoneme ( the alpha- betic mode ) , or even for each distinctive - feature value ( too cumbersome an approach for a ...
... symbol for each morpheme ( the logographic mode ) , or for each syllable ( the syllabary mode ) or for each morphophoneme ( the alpha- betic mode ) , or even for each distinctive - feature value ( too cumbersome an approach for a ...
Page 17
... symbol or as a sequence of symbols corresponding to morphophonemes or morphophonemic syllables . But we need to ask why this should be so . Though a phonetic transcription , as we have seen , does not render lexical items invariantly ...
... symbol or as a sequence of symbols corresponding to morphophonemes or morphophonemic syllables . But we need to ask why this should be so . Though a phonetic transcription , as we have seen , does not render lexical items invariantly ...
Page 28
... symbols deliberately created and used for the purpose of communication . It is this latter kind of behavior that is the concern of this book . Therefore , our final and crucial question stated more narrowly is - To what category of ...
... symbols deliberately created and used for the purpose of communication . It is this latter kind of behavior that is the concern of this book . Therefore , our final and crucial question stated more narrowly is - To what category of ...
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