Metalinguistic Abilities and Beginning Reading

Tunmer, William E.; Herriman, Michael; Nesdale, Andrew R.

doi:10.2307/747799

Cited by 422 publications

(286 citation statements)

References 33 publications

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“…There is much work that has demonstrated the reciprocal relationship between vocabulary acquisition and reading skills (e.g. Bishop & Adams, 1990;Butler, Marsh, Sheppard, & Sheppard, 1985;Catts, Fey, Zhang, & Tomblin, 1999;Chaney, 1998;Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003;Lonigan, Burgess, & Anthony, 2000;Scarborough, 1989;Shankweiler et al, 1999;Share, Jorm, Maclean, & Matthews, 1984;Stahl & Fairbanks, 1986;Tunmer et al, 1988;Vellutino & Scanlon, 2001; and many others). For example, children with good phonological awareness can draw on these abilities to decode words more rapidly and thus get a head start in figuring out the meaning of new words (cf.…”

Section: Phonological Awarenessmentioning

confidence: 99%

“…Adams, 1990;Bryant, MacLean, & Bradley, 1990;Bryant, Bradley, Maclean, & Crossland, 1989;Byrne & FieldingBarnsley, 1991;Cronin & Carver, 1998;Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004;Stanovich, 1992;Tunmer, Herriman, & Nesdale, 1988;Vellutino & Scanlon, 2001;Wagner & Torgesen, 1987;and many others). Moreover, training pre-school children in phonological awareness before reading instruction has been found to facilitate subsequent reading acquisition (Lundberg, Frost, & Petersen, 1988; see also Ball & Blachman, 1991;Bradley, 1988;Bradley & Bryant, 1983;McGuinness, McGuinness, & Donohue, 1995).…”

Section: Phonological Awarenessmentioning

confidence: 99%

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Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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(2018) Distinguishing cause from effect -many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience, Language, Cognition and Neuroscience, 33:3, 333-350, DOI: 10.1080/23273798.2017 The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.ARTICLE HISTORY

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Section: Phonological Awarenessmentioning

confidence: 99%

Section: Phonological Awarenessmentioning

confidence: 99%

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Huettig

Lachmann

Reis

et al. 2017

Language, Cognition and Neuroscience

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show abstract

“…Understanding the conventions of print (e.g., left-to-right and top-to-bottom orientation of print, the difference between pictures and print on a page; Clay, 1979aClay, , 1979b and the functions of print (e.g., that the print tells a story or gives directions; Purcell-Gates, 1996;Purcell-Gates & Dahl, 1991) also appears to aid in the process of learning to read. For example, Tunmer, Herriman, and Nesdale (1988) found that children's scores on Clay's (1979a) Concepts About Print (CAP) Test at the beginning of first grade predicted their reading comprehension and decoding abilities at the end of second grade even after Tunmer et al controlled for differences in vocabulary and metalinguistic awareness. Some emergent literacy advocates have also suggested that children's faculty with environmental print (e.g., recognizing product names from signs and logos) reflects their early print awareness by demonstrating the ability to derive the meaning of text within context (e.g., Goodman, 1986).…”

mentioning

confidence: 99%

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

Lonigan¹,

Burgess²,

Anthony³

2000

Developmental Psychology

794

593

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Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and reading in two samples of preschoolers. Ninety-six children (mean age = 41 months, SD = 9.41) were followed from early to late preschool, and 97 children (mean age = 60 months, SD = 5.41) were followed from late preschool to kindergarten or first grade. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early grade school, both of which were the only unique predictors of decoding.

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“…Plus précisément, les capacités syntaxiques favoriseraient l'accès à la signification globale de la phrase par la maîtrise du « calcul syntaxique », soit l'ensemble des opérations qui permettent « de relativiser, d'articuler et de compléter la signification des éléments lexicaux » (Gombert, 1992, p. 129). Elles permettraient aussi au lecteur de compléter, par l'utilisation d'informations contextuelles, le traitement des indices visuels décodés lors de l'identification des mots (Tunmer, Herriman et Nesdale, 1988) et, enfin, d'établir, au fur et à mesure de la lecture, des attentes sur les mots suivants en fonction des règles grammaticales (Tunmer, 1990). La manifestation d'une conscience syntaxique est évaluée au moyen d'épreuves au cours desquelles on demande au sujet de répéter des phrases, de juger de leur grammaticalité, de corriger des phrases agrammaticales, ou encore de reproduire des erreurs grammaticales.…”

Section: Les Capacités Métasyntaxiquesunclassified

Capacités métalinguistiques d’élèves immigrants nouvellement arrivés en situation de grand retard scolaire

Armand

2006

rse

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Cet article présente les résultats d’une recherche visant à tracer le portrait d’une clientèle peu connue, celle des élèves immigrants nouvellement arrivés au Québec en situation de grand retard scolaire. Les résultats indiquent principalement que ces élèves rencontrent des difficultés à considérer la langue comme un objet de réflexion et de manipulation intentionnelle. Après environ 13 mois de scolarisation, leurs capacités métalinguistiques sont clairement moins développées que celles de leurs pairs réguliers ; leurs performances en décodage et en compréhension restent faibles après deux ans d’intégration à l’école. Des pistes d’intervention sont suggérées, notamment l’utilisation de la langue maternelle de l’élève ou des activités de sensibilisation à la diversité langagière.This article presents the results of a research whose objective was to develop a portrait of a little known group, the newly arrived immigrant students to Quebec who are underschooled. The results show that these students have difficulty in understanding the use of language as a subject of reflection and intentional manipulation. Following 13 months of schooling, their meta-linguistic capacities are clearly less developed than their peers in the regular stream ; their performances in decoding and understanding are weak after two years of integrations into the school. The author proposes several directions for intervention, specifically using the student’s mother tongue or activities to become aware of language diversity.Este artículo presenta los resultados de una investigación que tiene por objetivo hacer el retrato de una clientela poco conocida, que es la de los alumnos inmigrantes recién llegados en Quebec, en situación de gran retraso escolar. Los resultados indican principalmente que estos alumnos encuentran dificultades para considerar el idioma como un objeto de reflexión y de manipulación intencional. Después de aproximadamente 13 meses de escolarización, sus capacidades metalingüísticas son claramente menos desarrolladas que las de sus pares regulares ; su eficacia en decodificación y en comprensión sigue siendo baja dos años después de su integración en la escuela. Se sugieren algunas pistas de intervención, en particular la utilización de la lengua materna del alumno o unas actividades de sensibilización a la diversidad del lenguaje

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Metalinguistic Abilities and Beginning Reading

Cited by 422 publications

References 33 publications

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

Capacités métalinguistiques d’élèves immigrants nouvellement arrivés en situation de grand retard scolaire

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