Language Awareness and Learning to ReadJ. Downing, Renate 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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... Liberman and I. Y. Liberman and their associates at Haskins Laboratories might have been included in our psycholinguistic thread ( especially since Mattingly is one of those associates ) , but the definitive linguistic and acoustic ...
... Liberman and I. Y. Liberman and their associates at Haskins Laboratories might have been included in our psycholinguistic thread ( especially since Mattingly is one of those associates ) , but the definitive linguistic and acoustic ...
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... Liberman , Liberman , Mattingly , & Shankweiler , 1980 ) . In short - term memory the verbally encoded information is stored for several seconds while sentences are processed for meaning . Even readers of a nonalphabetic writing system ...
... Liberman , Liberman , Mattingly , & Shankweiler , 1980 ) . In short - term memory the verbally encoded information is stored for several seconds while sentences are processed for meaning . Even readers of a nonalphabetic writing system ...
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... Liberman , A.M. 2 , 11 , 13 , 41 , 123 , 228 , 278 Liberman , I.Y. 2 , 21 , 22 , 40 , 41 , 45 , 46 , 87 , 88 , 93 , 94 , 122 , 123 , 130 , 149 , 199 , 203 , 213 , 228 , 229 , 278 Lieberman , P. 139 , 278 Liebert , R.M. 117 , 285 Liles ...
... Liberman , A.M. 2 , 11 , 13 , 41 , 123 , 228 , 278 Liberman , I.Y. 2 , 21 , 22 , 40 , 41 , 45 , 46 , 87 , 88 , 93 , 94 , 122 , 123 , 130 , 149 , 199 , 203 , 213 , 228 , 229 , 278 Lieberman , P. 139 , 278 Liebert , R.M. 117 , 285 Liles ...
Contents
Introduction | 1 |
Task Awareness in the Development of Reading کے | 27 |
Insights from | 57 |
Copyright | |
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activities alphabetic analytic mechanisms analyzed aspects basal readers behavior bimodal distribution causal chapter child cognitive development cognitive developmental comprehension concepts correlation cross tabulation effect Ehri evidence experimental function Gleitman grade grade-one units grammatical knowledge graphemes hypothesis influence judgments kindergarten language acquisition language awareness LARR test learner learning to read letters lexical Liberman linguistic awareness literacy logographic Mattingly meaning metacognitive metalinguistic morpheme morphophonemic operativity oral language orthography percent perceptions of reading performance phonemic awareness phonemic segmentation phonetic recoding phonological preschool present print awareness print experience pronunciations psycholinguistic reading ability reading achievement reading and writing reading instruction reading process relationship responses scores semantic sentence seriation short-term memory skill sounds speech spoken language strategies structure subjects subskills suggests syllable symbols syntactic task awareness teachers teaching theory tion understanding units of print utterance variables vocabulary word awareness written language