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Language Awareness and Learning to Read

  • John Downing
  • Renate Valtin

Part of the Springer Series in Language and Communication book series (SSLAN, volume 17)

About this book

Introduction

During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho­ linguistics. But with rather unusual rapidity the work from these scientific dis­ ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over­ lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task aware­ ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children's thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.

Keywords

Language Phase Terminologie awareness cognition education learning literacy perception psychology

Editors and affiliations

  • John Downing
    • 1
  • Renate Valtin
    • 2
  1. 1.Department of Psychological Foundations in EducationUniversity of VictoriaVictoriaCanada
  2. 2.Central Institute for Education Science and Curriculum DevelopmentFreie UniversitätBerlin 33Federal Republic of Germany

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4613-8248-5
  • Copyright Information Springer-Verlag New York 1984
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4613-8250-8
  • Online ISBN 978-1-4613-8248-5
  • Series Print ISSN 0172-620X
  • Buy this book on publisher's site