ERIC Number: ED186864
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Language Awareness and Reading. IRA Series on the Development of the Reading Process.
Waterhouse, Lynn H.; And Others
The relationship between children's language and their knowledge of the various features of their language and their reading is examined from the perspective of several prominent theories about the link between thought and language. The first chapter contrasts features of five significant contemporary theories of language and thought--the Russian, Whorfian, Piagetian, psycholinguistic, and semiotic extension theories--and shows how each constrains a general model of the reading process and how each suggests various reading pedagogies. The second chapter focuses on the connection between universal competence claims of psycholinguistic theories and the actual language performance of children. The final chapter critically reviews research evidence about the development of a child's awareness of language from the perspective of what level, if any, of linguistic awareness is needed for initial reading. (FL)
Descriptors: Cognitive Development, Concept Formation, Developmental Psychology, Developmental Stages, Early Childhood Education, Language Acquisition, Language Attitudes, Language Skills, Psycholinguistics, Reading Instruction, Reading Processes, Reading Research, Reading Skills, Teaching Methods
International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19711 (Order No. 525, $2.25 member, $3.50 non-member)
Publication Type: Collected Works - Serials; Information Analyses; Books
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.