Metalinguistic Contributions to Reading and Spelling in Second and Third Grade Students

Autor/inn/en	Apel, Kenn; Wilson-Fowler, Elizabeth B.; Brimo, Danielle; Perrin, Nancy A.
Titel	Metalinguistic Contributions to Reading and Spelling in Second and Third Grade Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 6, S.1283-1305 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9317-8
Schlagwörter	Evidence; Reading Comprehension; Literacy Education; Spelling; Metalinguistics; Morphology (Languages); Phonemic Awareness; Word Recognition; Learning Processes; Emergent Literacy; Grade 2; Grade 3; Language Processing; Receptive Language; Vocabulary; Reading Instruction; Prediction + Suchen Sie Ihr Suchwort? Evidenz; Leseverstehen; Schreibweise; Metalanguage; Metasprache; Morphology; Morphologie; Worterkennung; Learning process; Lernprozess; Frühleseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sprachverarbeitung; Rezeptive Kommunikationsfähigkeit; Wortschatz; Leseunterricht; Vorhersage
Abstract	Minimal research has been conducted on the simultaneous influence of multiple metalinguistic, linguistic, and processing skills that may impact literacy development in children who are in the process of learning to read and write. In this study, we assessed the phonemic awareness, morphological awareness, orthographic awareness, receptive vocabulary, and rapid naming abilities of second and third grade students (N = 56) and determined how these abilities predicted the children's reading and spelling skills. Regression analyses revealed that morphological awareness was the sole unique contributor to spelling and, together with orthographic awareness, uniquely contributed to word recognition. Morphological awareness also was significantly related to reading comprehension. The results add to a growing literature base providing evidence that early literacy development is influenced by morphological awareness, an ability that has received considerably less educational attention. Additionally, the findings point to the importance of tapping into multiple sources of metalinguistic knowledge when providing instruction in reading and spelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10