The Development of Metalinguistic Abilities in Children Learning to Read and Write

Valtin, Renate

doi:10.1007/978-1-4613-8248-5_11

Cited by 22 publications

(16 citation statements)

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“…Most studies report a low but positive correlation (Ehri, 1979;Rozin & Gleitman, 1977;Ryan & Ledger, 1984;Valtin, 1984). Stronger correlations have been found only when the measures of linguistic awareness are sufficiently similar to reading that they are in fact constituents, such as decoding (Forrest-Pressley & Waller, 1984).…”

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confidence: 90%

Aspects of linguistic awareness in reading comprehension

Bialystok

1988

Applied Psycholinguistics

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The relation between reading comprehension and linguistic awareness is discussed in terms of a set of processing skills common to both these activities. Two metalinguistic skill components are identified and examined for their relative contribution to reading comprehension. The general hypothesis is that these skill components explain a significant portion of the variance in reading comprehension. The two skill components are operationalized in terms of a battery of metalinguistic tasks, each of which is claimed (by means of task analysis) to rely primarily on one or the other processing component for its solution. A study is reported in which 8-year-old children are tested with these metalinguistic tasks, general measures of intelligence, and a test of reading comprehension. The results show that the relation among performance on the metalinguistic tasks is strongest for those tasks relying on the same processing skill component and that one of these components is most significant in determining the child's level of reading comprehension. These findings are interpreted in terms of the underlying linguistic processes involved in reading.

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confidence: 90%

Aspects of linguistic awareness in reading comprehension

Bialystok

1988

Applied Psycholinguistics

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“…Although various terms have been used to describe these levels (e.g., Gombert, 1992;Karmiloff-Smith, 1987;Valtin, 1984), the basic division seems to be between an ability to judge or manipulate linguistic units intuitively or 'implicitly', and an ability to reflect on the structure of language more deliberately or 'explicitly'. Given the recent identification in the literature of probabilistic orthographic cues it seems likely that any awareness adults possess is held at a relatively implicit, rather than (or possibly in addition to) a more explicit, level.…”

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confidence: 98%

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings

2008

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The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction, sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed.To acquire, comprehend, and produce language, individuals must be able to recognise the grammatical classes to which words belong. When listening to speech or reading text, we must decide quickly and accurately whether, for example, a word is a noun, a verb, or a determiner, in order to understand its meaning in that particular context. If

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“…In contrast, Valtin (1983) distinguishes between the awareness of the failure to communicate intention, on the one hand, and the ability to abstract from the context and make language an explicit object of reflection. Early expressions of metalinguistic consciousness are embedded in the communicative situation, whereas the deliberate manipulation of language units implies a conscious reflection upon the properties of language form, the key distinction being access versus consciousness.…”

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confidence: 88%

Bilingual Children's Reflections on Writing and Diglossia

Francis¹

1998

International Journal of Bilingual Education and Bilingualism

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This investigation of the development of metalinguistic consciousness examines bilingual children's perceptions of language contact in a situation of marked social imbalance between their first and second languages. Forty-five Spanish/Náhuatl bilinguals (Central Mexico) were assessed on a series of language awareness tests and sociolinguistic interviews. The exploratory investigation focused on how school-age bilinguals view written forms in Spanish and Náhuatl; the former associated with literacy learning, academic discourse generally, and interethnic communication outside of the community as well as within, the latter with oral domains, traditional, familial and intimate interpersonal contexts. The study addresses key issues in the discussion on the relationship between bilingualism and metalinguistic consciousness, reporting findings related to the factors of language proficiency, attitudes and perceptions, and awareness of language form. How these factors interact within the overall context of a kind of defacto additive bilingual situation, in turn, suggests a different approach to the broader debate on the general cognitive/linguistic consequences of bilingualism.

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The Development of Metalinguistic Abilities in Children Learning to Read and Write

Cited by 22 publications

References 0 publications

Aspects of linguistic awareness in reading comprehension

Aspects of linguistic awareness in reading comprehension

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings

Bilingual Children's Reflections on Writing and Diglossia

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