Language Awareness and Learning to Read - download pdf or read online

By John Downing, Renate Valtin (auth.), John Downing, Renate Valtin (eds.)

During the Seventies there has been a speedy bring up in curiosity in metacognition and metalinguistics. The impetus got here from linguistics, psychology, and psycho­ linguistics. yet with relatively strange rapidity the paintings from those clinical dis­ ciplines used to be taken over in schooling. This new path in those quite a few parts of educational research was once taken concurrently through a number of assorted investigators. even if that they had various emphases, their paintings occasionally seems to be over­ lapping; regardless of this, it's been relatively tough to discover a consensus. this is often mirrored within the various terminology utilized by those self sufficient investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task acutely aware­ ness," "lexical awareness," etc. For educators those advancements awarded a glittering array of latest rules that promised to throw mild on kid's considering approaches in studying find out how to learn. Many analyzing researchers and graduate scholars have perceived this as a brand new frontier for the improvement of idea and study. besides the fact that, the range of self reliant theoretical methods and their accompanying terminologies has been a little bit confusing.

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Thus, the beginner "is getting in mind just what is to be done" (p. 398). Therefore, in teaching a skill or subskill, it is important that the task should be clearly understandable in the initial stages. The results of research on learning to fly a plane, for example, showed that the average number of hours needed to learn to fly solo was reduced from eight to four when special attention was given to helping students to understand their tasks (Williams & Flexman, 1949; Flexman, Matheny & Brown, 1950).

More precisely on the point of awareness of literacy functions, Vygotsky (1934) found, in his study of school beginners in Russia, that they had only a vague idea of the purposes of written language. More recently, Reid (1966) conducted focused interviews with five year olds beginning school in Scotland. She found that they showed a general lack of awareness of the purposes of written language. Downing (1970) replicated and extended Reid's study and confirmed that young beginners have difficulty in understanding the purposes of literacy.

The findings of Downing and Oliver suggest that this misconception transfers to children's beliefs about spoken words. Ferreiro and Teberosky also state that teaching methods in grade one can cause misconceptions about written language. Often their Argentinian subjects regressed in development of concepts of writing when they entered first grade. How the development of these featural concepts and metalinguistic ability is related to achievement in learning how to read is still being debated. Francis (1973), in her study of English primary school boys and girls, found that her highest correlation was between reading achievement and knowledge of a technical linguistic vocabulary, even with general vocabulary knowledge controlled.

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