Language development, metalinguistic skills, and print awareness in 3-year-old children

1992 ◽  
Vol 13 (4) ◽  
pp. 485-514 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Phonological Awareness ◽  
Metalinguistic Awareness ◽  
Print Awareness ◽  
Language Structure ◽  
Literacy Knowledge ◽  
Structural Awareness ◽  
Concepts About Print ◽  
Two Measures ◽  
Metalinguistic Skills

AbstractThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, and concepts about print in 3-year-old children. Forty–three normally developing children were given four tests of language development; twelve metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and two measures of literacy knowledge. The results clearly demonstrated that most 3-year-olds can make metalinguistic judgments and productions in structured tasks, with overall metalinguistic performance improving with age in months. Specific metalinguistic tasks varied in difficulty and probably in developmental order. The major domains of metalinguistic awareness (phonological, word, and structural) were significantly intercorrelated and also correlated with overall linguistic skill. Literacy knowledge was positively correlated with overall metalinguistic skill and, specifically, with phonological awareness. It is concluded that, as young as age 3, children are already rapidly developing a mental framework for analyzing language structure separately from language meaning

Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class

1994 ◽  
Vol 15 (3) ◽  
pp. 371-394 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Socioeconomic Factors ◽  
Family Literacy ◽  
Maternal Education ◽  
Family Income ◽  
Metalinguistic Awareness ◽  
Literacy Experiences ◽  
Literacy Activities ◽  
Concepts About Print ◽  
Metalinguistic Skills

ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.

Preschool language and metalinguistic skills are links to reading success

1998 ◽  
Vol 19 (3) ◽  
pp. 433-446 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Word Identification ◽  
First Grade ◽  
Strongly Correlated ◽  
Print Awareness ◽  
Preschool Language ◽  
Structural Awareness ◽  
Detailed Assessment ◽  
Reading Measures ◽  
Metalinguistic Skills

ABSTRACTThis article reports the longitudinal follow-up of 41 preschool children as they moved into reading. When the children were 3 years old, they participated in a detailed assessment of their language, print, and metalinguistic skills. At the end of first grade, the children received two tests of phonological awareness and three reading measures: sound–symbol knowledge, word identification, and passage comprehension. Overall language development at age 3 just as strongly, or even more strongly, correlated with reading scores at age 7 as it had with metalinguistic and print awareness scores at age 3. In addition, the overall metalinguistic skills and print awareness of 3 year olds made significant contributions to reading achievement beyond what was provided by tacit language development. Specific metalinguistic domains were also good predictors of reading, with phonological and structural awareness offering more than word awareness.

Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects

2019 ◽  
Vol 40 (03) ◽  
pp. 765-793 ◽  
Author(s):  
Elizabeth L. Tighe ◽  
Mary A. Fernandes
Keyword(s):  
Phonological Awareness ◽  
Adult Literacy ◽  
Word Reading ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Orthographic Knowledge ◽  
Interactive Effects ◽  
Metalinguistic Awareness ◽  
Adult Readers ◽  
Metalinguistic Skills

AbstractThis study investigates the shared, independent, and interactive effects of metalinguistic skills (phonological awareness, morphological awareness, and orthographic knowledge) to word reading with a sample of struggling adult readers. Controlling for vocabulary knowledge, a second-order latent factor of metalinguistic awareness accounted for unique variance (62.5%) in adults’ word reading skills. Two-way latent interactions between the metalinguistic skills (phonological awareness × morphological awareness, morphological awareness × orthographic knowledge, and phonological awareness × orthographic knowledge) revealed unique interactive contributions (1%–5.2%) of these skills to word reading controlling for the metalinguistic skill main effects and vocabulary knowledge. In particular, high levels of morphological awareness are critical to word reading irrespective of high or low phonological awareness and orthographic knowledge. In addition, higher phonological awareness skills are critical to word reading irrespective of high or low orthographic knowledge. These results indicate the importance as well as the complexity of the nature of metalinguistic skills underlying word reading for struggling adult readers. The theoretical, empirical, and applied implications of these findings are discussed in the context of researchers and practitioners invested in improving outcomes in adult literacy programs.

scholarly journals Metalinguistic Awareness and Reading Acquisition in the Spanish Language

2000 ◽  
Vol 3 ◽  
pp. 37-46 ◽  
Author(s):  
Juan E. Jiménez González ◽  
María del Rosario Ortiz González
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Acquisition ◽  
Spanish Language ◽  
Metalinguistic Awareness ◽  
Print Awareness ◽  
Learning To Read ◽  
Study Support

This research was designed to establish the importance of phonological awareness and print awareness in learning to read Spanish. A sample of 136 preliterate Spanish children (70 boys and 66 girls) whose ages ranged from 5.1 to 6.6 years (average age 5.6 years) participated in the study. The results, using path analysis, from this longitudinal study support the existence of a relationship between phonological awareness and reading. Moreover, the findings of this study reveal the importance of syllabic awareness, at least in Spanish, in the development of other levels of phonological awareness and in its early relation with reading. The results also confirm the existence of a relationship between print awareness and reading comprehension.

scholarly journals The Relationship of Logical Reasoning Ability, Oral Language Comprehension, and Home Experiences to Preschool Children's Print Awareness

1980 ◽  
Vol 12 (4) ◽  
pp. 313-324 ◽  
Author(s):  
Elfrieda H. Hiebert
Keyword(s):  
Language Comprehension ◽  
Oral Language ◽  
Logical Reasoning ◽  
Reasoning Ability ◽  
Reading Habits ◽  
Print Awareness ◽  
Concepts About Print ◽  
Two Measures ◽  
Relationship Of ◽  
The Relationship

The study examined the relationship of logical reasoning ability, oral language comprehension, and home experiences to preschoolers' print awareness. Measures of print awareness were: letter naming, visual discrimination, auditory discrimination, and two measures which assessed concepts about print (knowledge about the purposes of print in the environment and knowledge about the processes involved in using print). Sixty three-, four-, and five-year-olds were tested on the measures of print awareness, logical reasoning ability, and lexical and grammatical comprehension of oral language. Information on home experiences was obtained by surveying parents on their own reading habits and the reading-related activities in which they participated with their children. Three measures—logical reasoning ability, lexical comprehension, and home teaching activites—provided the best overall model in accounting for differences in children's performances across the print awareness measures.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

Metalinguistic aspects of bilingual processing

2001 ◽  
Vol 21 ◽  
pp. 169-181 ◽  
Author(s):  
Ellen Bialystok
Keyword(s):  
Phonological Awareness ◽  
Task Performance ◽  
Cognitive Processes ◽  
Bilingual Children ◽  
Metalinguistic Awareness ◽  
Syntactic Awareness ◽  
Alternate Conception ◽  
Bilingual Processing ◽  
And Control ◽  
Metalinguistic Ability

This chapter examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, but equally, other studies have found either no difference between the groups, or, in some cases, monolingual advantages. In the discussion of each of these areas, the kinds of tasks for which bilingual and monolingual children perform differently are identified. In none of these three subcategories of metalinguistic awareness do bilingual children exhibit a uniform and consistent advantage over monolinguals. An alternate conception of metalinguistic ability is proposed in which two cognitive processes, analysis and control, are directly responsible for task performance. These processes are involved in all metalinguistic tasks but to different degrees. Re-examining the results in this way reveals that bilingual advantages occur reliably on tasks that make high demands on control but are not evident in tasks that make high demands on analysis. The implications of this pattern for metalinguistic ability are considered.

‘To define means to say what you know about things’: the development of definitional skills as metalinguistic acquisition

2006 ◽  
Vol 33 (1) ◽  
pp. 71-97 ◽  
Author(s):  
BEATRICE BENELLI ◽  
CARMEN BELACCHI ◽  
GIANLUCA GINI ◽  
DANIELA LUCANGELI
Keyword(s):  
Educational Level ◽  
Metalinguistic Awareness ◽  
Educational Levels ◽  
Formal Quality ◽  
Formal Definitions ◽  
Italian Children ◽  
Metalinguistic Skills ◽  
High Educational ◽  
Metalinguistic Ability

Some authors have suggested that definitional skills include metalinguistic components (Watson, 1985; Snow, 1990; McGhee-Bidlack, 1991). The present study therefore empirically investigated relations between the ability to define words and level of metalinguistic awareness in 280 Italian children (with ages ranging from 5 to 11 years) and in two groups of 40 adults each (with low and high educational levels, respectively). We used a definitional task presenting 24 terms (nouns, verbs, and adjectives, which were either concrete or abstract) and a task examining 6 different aspects of metalinguistic awareness. Our aim was to demonstrate that metalinguistic skills can positively predict the formal quality of definitions and to identify various aspects of metalinguistic skills that might be directly related to definitional skills. Results showed better performance on both tasks as a function of age and educational level; they also confirmed the important roles of metalinguistic ability and educational level in producing well-structured formal definitions.

scholarly journals NAMES OF DIFFERENT TYPES OF GLOVES IN RUSSIAN AND ABKHAZO-ADYG LANGUAGES: WORD EDUCATIONAL AND ETHYMOLOGICAL ASPECT

2021 ◽  
pp. 74-78
Author(s):  
A. N. Abregov ◽  
M. D. Blipashaova
Keyword(s):  
Language Development ◽  
Word Formation ◽  
Language Structure ◽  
Different Types ◽  
Lecture Courses

The article deals with the nominations of various types of gloves in the Russian and Abkhaz-Adyghe languages in the synchronicdiachronic plan. An attempt is made to systematize the names of gloves in the Abkhaz-Adyghe languages and their dialects, to determine the motivating features that underlie the basis of the nomination and to identify the word-formation structure, as well as to give an etymological analysis of the names that have lost their internal form in the process of language development. Investigation in this field will make a certain contribution to the word formation and etymology of the Abkhaz-Adyghe languages. The research materials are important for the lexicology, word formation and etymology of these languages and may be used in lexicography for making up derivational and etymological dictionaries, as well as for lecture courses, special courses and seminars on various sections of the language structure.

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