Metalinguistic Awareness in Children

Tunmer, William E.; Pratt, Chris; Herriman, Michael

doi:10.1007/978-3-642-69113-3

Cited by 106 publications

(1 citation statement)

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“…However, children from less educated mothers benefited more from the meta-morphological intervention program. This pattern of results supports the theory that different meta-linguistic knowledge impacts differently the various stages of reading development (Tunmer & Bowey, 1984). Additionally, recent study examined the influence of the linguistic distance between literary Arabic and spoken Arabic on the acquisition of fundamental processes in reading literary Arabic (Saiegh-Haddad, 2003).…”

Section: Phonological Awarenesssupporting

confidence: 79%

Beginning Readers in Arabic and the Distance between Literary and Spoken Arabic

Ibrahim¹

2013

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Two groups of kindergarten children received a battery of phonological awareness, reading, and general abilities tests across a two-year period. One of the groups received phonological training whereas the other (control) group did not. Results indicated that children who received intervention improved in certain phonological awareness skills tested at the end of kindergarten but not in reading skills tested at the end of 1^st year. These findings are in contrast to findings compared to those found by Carlisle (1995) and Lyster (2002) in English, but were in line with the findings found by Ibrahim et al. (2007) in Arabic and support the notion that normal Arab child encounters special difficulties in reading acquisition. The psycholinguistic basis and implications of these findings are discussed.

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Section: Phonological Awarenesssupporting

confidence: 79%

Beginning Readers in Arabic and the Distance between Literary and Spoken Arabic

Ibrahim¹

2013

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Phonemic analysis, spelling, and reading

Treiman

1985

New Directions for Child and Adolescent Development

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Theories gsylhbk struclure, such as the notion fhat initial consonant clusters are cohesive units, can help us l~ unhstand the development of reading-related skills. Phonemic Analysis, Spelling, and Reading Rebecca TreimanTo understand how children learn to read and spell and the kinds of difficulties that they face, we need to know more about their conceptions of spoken language. Such knowledge is important because written English is primarily an alphabetic system-to a first approximation, it represents the sounds of the spoken language. Although exceptions occur, each letter (or pair of letters) generally corresponds to a unit of sound called a phoneme (Venezky, 1970). Because of the alphabetic nature of English writing, many investigators have suggested that the ability to conceive of spoken words as sequences of phonemes is important in learning to read and write (Gleitman and Rozin, 1977; Gough and Hillinger, 1980;Liberman, 1982;Mattingly, 1972; Routh and Fox, 1984;Rozin and Gleitman, 1977;Stanovich, 1982;Tunmer and Bowey, 1984). For example, unless a child is aware that the words but and bread begin with the same phoneme, the child will not understand why both words' spellings begin with the same letter, b. Unless a child is aware that motorcyclecontains more phonemes (nine) than mow (two), he or she will not understand why the

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Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency

Lawrence

Knoph

McIlraith

et al. 2021

Reading Research Quarterly

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General academic words are those which are typically learned through exposure to school texts and occur across disciplines. We examined academic vocabulary assessment data from a group of English-speaking middle school students (N = 1,747). We tested how word frequency, complexity, proximity, polysemy, and diversity related to students' knowledge of target words across ability levels. Our results affirm the strong relation between vocabulary and reading at the individual level. Strong readers were more likely to know the meanings of words than struggling readers were, regardless of the features of the academic words tested. Words with more meanings were easier for all students, on average. The relation between word frequency and item difficulty was stronger among better readers, whereas the relation between word complexity and item difficulty was stronger among less proficient readers. Our examination of academic words' characteristics and how these characteristics relate to word difficulty across reading performance has implications for instruction.

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Metalinguistic Awareness in Children

Cited by 106 publications

References 0 publications

Beginning Readers in Arabic and the Distance between Literary and Spoken Arabic

Beginning Readers in Arabic and the Distance between Literary and Spoken Arabic

Phonemic analysis, spelling, and reading

Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency

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