Metalinguistic Awareness and Literacy Acquisition in Different Languages. Technical Report No. 618.

Nagy, William E.; Anderson, Richard C.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED391147

Title: Metalinguistic Awareness and Literacy Acquisition in Different Languages. Technical Report No. 618.

Full-Text Availability Options:

ERIC Full Text (175K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Metalinguistic Awareness and Literacy Acquisition in Different Languages. Technical Report No. 618.
Authors:	Nagy, William E.; Anderson, Richard C.
Descriptors:	Bilingualism; Cross Cultural Studies; Elementary Education; Emergent Literacy; Higher Education; Language Acquisition; Language Role; Languages; Literacy; Metalinguistics; Phonemic Awareness; Reading Processes; Reading Research; Reading Writing Relationship
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1995-11-00
Pages:	10
Pub Types:	Reports - Research
Abstract:	Defining metalinguistic awareness as the ability to reflect on and manipulate the structural features of language, this article examines the hypothesis that the metalinguistic demands of learning to read are shaped by the structure of a language and its associated writing system. The article examines the relationship between phonemic awareness and alphabetic literacy, for example in English, and the role of metalinguistic awareness and non-alphabetic literacy, for example, in Chinese. The ways that bilingualism increases certain aspects of metalinguistic awareness are also examined. The article concludes by noting an instructional implication of the metalinguistic hypothesis: that it is the youngest, least advantaged, least able children who will benefit most from instruction that helps them become aware of the structure of their writing system and its relationship to their spoken language. Contains 16 references. (Author/SR)
Abstractor:	N/A
Reference Count:	N/A

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Center for the Study of Reading, Urbana, IL.
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Higher Education

Back to Search Results