Overview
- Editors:
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William E. Tunmer
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Department of Education, The University of Western Australia, Nedlands, Australia
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Christopher Pratt
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Department of Psychology, The University of Western Australia, Nedlands, Australia
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Michael L. Herriman
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Department of Education, The University of Western Australia, Nedlands, Australia
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Table of contents (11 chapters)
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General consideration
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- Chris Pratt, Robert Grieve
Pages 2-11
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- William E. Tunmer, Michael L. Herriman
Pages 12-35
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- Andrew R. Nesdale, William E. Tunmer
Pages 36-54
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Emergence of Metalinguistic Abilities
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- Andrew R. Nesdale, Michael L. Herriman, William E. Tunmer
Pages 56-72
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- Judith A. Bowey, William E. Tunmer
Pages 73-91
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- William E. Tunmer, Robert Grieve
Pages 92-104
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- Chris Pratt, Andrew R. Nesdale
Pages 105-125
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Related Issues
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Front Matter
Pages 127-127
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- Chris Pratt, Robert Grieve
Pages 128-143
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- William E. Tunmer, Judith A. Bowey
Pages 144-168
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- William E. Tunmer, Marion E. Myhill
Pages 169-187
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- Michael L. Herriman, Marion E. Myhill
Pages 188-205
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Back Matter
Pages 207-238
About this book
In the past fi fteen years there has been a growi ng interest in the development of children's awareness of language as an object in itself -- a phenomenon now generally referred to as metal inguistic awareness. Until the publication of an earlier volume in the Springer Series in Language and Communication, The Chitd's Conoeption oi Language, edited by A. Sinclair, R. J. Jarvella, and W. J. M. Levelt, there had been no systematic treatment of metalinguistic awareness. The major goal of that volume was to map out the field of study by describing the phenomenon of interest and defining major theoretical issues. The aim of the present volume is to present an overview of metalinguistic awareness in children which reflects the current state of research and theory. The volume is divided into three major sections. The first considers various conceptual and methodological issues that have arisen from efforts to study metalinguistic awareness. It addresses such questions as what is metalinguistic awareness, when does it begin to emerge, and what tasks and procedures can be employed to assess its development in young children. The second sect ion cri ti ca 11y revi ews the research that has been conducted i nto the four general types of metalinguistic awareness -- phonologieal, word, syntactic, and pragmatic awareness. In the final section the development of metalinguistic awareness is examined in relation to general cognitive development, reading acquisition, bilingualism, and early childhood education.