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Peer reviewed Peer reviewed
ERIC Number: EJ306046
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Cognitive Processing, Language Awareness, and Reading in Grade 2 and Grade 4 Children.
Leong, Che Kan
Contemporary Educational Psychology, v9 n4 p369-83 Oct 1984
Cognitive processing and language awareness in relation to reading were studied. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. Second and fourth graders were administered seven "simultaneous-successive" tasks. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. (Author/BW)
Descriptors: Cognitive Processes, Elementary Education, Factor Analysis, Language Acquisition, Path Analysis, Performance Factors, Reading Achievement, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Language Awareness
Note: This research was supported in part by the University of Saskatchewan Presidents's Humanities and Social Sciences Research Fund.