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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Page 9
... listening to speech and reading text . Are these two mental processes essentially the same , apart from a difference in input modality ? Or are they essentially quite different , despite their shared linguistic character ? My view is ...
... listening to speech and reading text . Are these two mental processes essentially the same , apart from a difference in input modality ? Or are they essentially quite different , despite their shared linguistic character ? My view is ...
Page 25
... listening use the same analytic mechanisms - hence " phonetic recoding " -analysis of a sentence is accomplished in reading , unlike listening , from an input that corresponds to the lexical content of the sentence . It is conjectured ...
... listening use the same analytic mechanisms - hence " phonetic recoding " -analysis of a sentence is accomplished in reading , unlike listening , from an input that corresponds to the lexical content of the sentence . It is conjectured ...
Page 177
... listening and reading were not parallel processes . Vygotsky distinguished two stages of knowledge acquisition ; in the first , a concept evolved spontaneously and uncon- sciously , and , in the second , it slowly became conscious ...
... listening and reading were not parallel processes . Vygotsky distinguished two stages of knowledge acquisition ; in the first , a concept evolved spontaneously and uncon- sciously , and , in the second , it slowly became conscious ...
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