Language Awareness and Learning to Read (Paperback, Softcover reprint of the original 1st ed. 1984)

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."

General

Imprint:	Springer-Verlag New York
Country of origin:	United States
Series:	Springer Series in Language and Communication, 17
Release date:	March 2013
First published:	1984
Editors:	J. Downing • R Valtin
Dimensions:	229 x 152 x 17mm (L x W x T)
Format:	Paperback
Pages:	305
Edition:	Softcover reprint of the original 1st ed. 1984
ISBN-13:	978-1-4613-8250-8
Categories:	Books > Social sciences > Psychology > General Books > Social sciences > Education > Organization & management of education > General Books > Science & Mathematics > Physics > Classical mechanics > Sound, vibration & waves (acoustics)
LSN:	1-4613-8250-5
Barcode:	9781461382508

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