First Graders Receive Instruction in Homonym Detection and Meaning Articulation: The Effect of Explicit Metalinguistic Awareness Practice on Beginning Readers

Autor/in	Zipke, Marcy
Titel	First Graders Receive Instruction in Homonym Detection and Meaning Articulation: The Effect of Explicit Metalinguistic Awareness Practice on Beginning Readers
Quelle	In: Reading Psychology, 32 (2011) 4, S.349-371 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Beginning Reading; Grade 1; Language Aptitude; Metalinguistics; Semantics; Context Effect; Figurative Language; Oral Language; Vocabulary; Phonological Awareness; Language Fluency; Control Groups; Reading Skills; Transfer of Training; Pretests Posttests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Erstleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Sprachbegabung; Spracheignung; Metalanguage; Metasprache; Semantik; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Training; Transfer; Ausbildung
Abstract	An experiment examined whether beginning readers can successfully learn to detect and define homonyms, and whether this ability correlates with vocabulary and/or phonological awareness. First graders received ambiguity instruction involving homonyms in isolation, in riddles, and in text. A control group received reading lessons without a metalinguistic component. Results showed that a very brief training program was effective in teaching students to identify multiple meanings of homonyms in isolation. No correlation existed between the ability to learn about homonyms and pretest oral language ability, indicating that this instruction is appropriate for all learners. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10