ERIC Number: ED136225
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Relationships Between Metalinguistic Awareness and Reading Achievement.
Johns, Jerry L.
This study explores the relationship between children's metalinguistic awareness of aural word boundaries and their reading achievement and was designed to answer the following questions: (1) Does a child's knowledge of spoken word boundaries improve with age? (2) What is the relationship between children's conceptions of spoken words and their reading achievement? The sample consisted of 65 children, selected in a nonrandom fashion from kindergarten, first-grade, second-grade, or third-grade classrooms at an elementary school. The children's knowledge of spoken words was assessed in April 1975. Reading-achievement levels were assigned according to the basal materials that the children were reading in April 1976. Two pretraining tasks were used to help the child learn the rules of a "yes/no" game. For the study proper, the child was instructed to listen to an audiotape and to respond "yes" if he or she heard one word and "no" if he or she did not hear one word. The data was analyzed, and it was found that the average child's metalinguistic awareness of a spoken word improves with age and that there is a significant relationship between children's metalinguistic awareness of spoken words and their reading achievement. (LL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Report prepared at Northern Illinois University