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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Language Awareness and Learning to Read

Language Awareness and Learning to Read

Downing, J.
Valtin, R.

Paperback

Series: Springer Language and Communication, Book 17

Medical ReferenceGeneral EducationGeneral Psychology

ISBN10: 1461382505
ISBN13: 9781461382508
Publisher: Springer Nature
Published: Mar 7 2013
Pages: 305
Weight: 0.95
Height: 0.67 Width: 6.00 Depth: 9.00
Language: English
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.

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