Overview

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.

Full Product Details

Author:   J. Downing ,  R. Valtin
Publisher:   Springer-Verlag New York Inc.
Imprint:   Springer-Verlag New York Inc.
Edition:   Softcover reprint of the original 1st ed. 1984
Volume:   17
Dimensions:   Width: 15.20cm , Height: 1.70cm , Length: 22.90cm
Weight:   0.470kg
ISBN:  

9781461382508

ISBN 10:   1461382505
Pages:   305
Publication Date:   07 March 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

1 Introduction.- 2 Reading, Linguistic Awareness, and Language Acquisition.- 3 Task Awareness in the Development of Reading Skill.- 4 Students’ Perceptions of Reading: Insights from Research and Pedagogical Implications.- 5 Children’s Thinking About Language and Their Acquisition of Literacy.- 6 Cognitive Development and Units of Print in Early Reading.- 7 How Orthography Alters Spoken Language Competencies in Children Learning to Read and Spell.- 8 Learning to Attend to Sentence Structure: Links between Metalinguistic Development and Reading.- 9 Theory and Practice in Learning to Read.- 10 Learning to Read and Skilled Reading: Multiple Systems Interacting Within and Between the Reader and the Text.- 11 The Development of Metalinguistic Abilities in Children Learning to Read and Write.- 12 Awareness of Features and Functions of Language.- References.- Author Index.

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