NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED178885
Record Type: RIE
Publication Date: 1979-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Metalinguistic Awareness: Its Growth and Relationship to Reading Achievement.
Johns, Jerry L.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Metalinguistic Awareness
Note: Paper presented at the Annual Meeting of the International Reading Association (24th, Atlanta, GA, April 23-27, 1979)