Metalinguistic Awareness [electronic resource] : Its Growth and Relationship to Reading Achievement / Jerry L. Johns.
Five examples from each of eight classes of auditory stimuli were presented to 65 primary grade children to determine their metalinguistic awareness. Metalinguistic awareness describes a child's ability to understand the reading register, that special terminology used to teach reading. The chil...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED178885 | ||
| 100 | 1 | |a Johns, Jerry L. | |
| 245 | 1 | 0 | |a Metalinguistic Awareness |h [electronic resource] : |b Its Growth and Relationship to Reading Achievement / |c Jerry L. Johns. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED178885. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the International Reading Association (24th, Atlanta, GA, April 23-27, 1979). |5 ericd. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 520 | |a Five examples from each of eight classes of auditory stimuli were presented to 65 primary grade children to determine their metalinguistic awareness. Metalinguistic awareness describes a child's ability to understand the reading register, that special terminology used to teach reading. The children were asked to identify the auditory stimuli as one word or not one word. More than 50% of the younger children (ages 5.6 to 6.5) consistently failed to recognize a spoken word as a word. Children in the second group (ages 6.6 to 8.0), in their first year of formal reading instruction, appeared to possess an accurate concept of short words; but they still showed confusion about long words. The children in the second and third grades (ages 8.1 to 9.5) showed improved ability but they still experienced cognitive confusion of "long" spoken words. Few children in any of the age groups consistently recognized that isolated phonemes and syllables were not words. The results suggest that the average child's metalinguistic awareness of a spoken word improves with age, and that significant relationships exist between children's metalinguistic awareness of spoken words and reading achievement. (RL) | ||
| 650 | 1 | 7 | |a Auditory Stimuli. |2 ericd. |
| 650 | 0 | 7 | |a Children. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 0 | 7 | |a Language Ability. |2 ericd. |
| 650 | 0 | 7 | |a Language Acquisition. |2 ericd. |
| 650 | 1 | 7 | |a Language Processing. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 1 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Word Recognition. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED178885 |h Other scheme |i web |n 1 |