Language Awareness and Learning to Read
J. Downing, Renate Valtin
Springer New York, Feb 28, 1984 - Psychology - 305 pages
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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ability able achievement acquired acquisition activities analysis asked aspects Association beginning behavior capacity chapter child cognitive comprehension concepts correlation dependent developmental difficulty direct Downing effect evidence example experience explanation factors findings five function grade grade-one grammatical important included indicate influence involved judgments kindergarten knowledge language language awareness learning to read letters lexical linguistic awareness listening meaning measures mechanisms memory metalinguistic nature operativity oral language orthography percent performance phonemic phonological possible practical present print awareness question readers referred relationship represent representation responses scores seems segmentation semantic sentence seriation shown similar skill sounds specific speech spellings spoken stage structure subjects suggests syllable symbols task teachers teaching theory thinking tion understanding units of print variables words writing written
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