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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
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Desenvolvimento da consciência metalinguística na aquisição bilingue de português e neerlandês: estudo de caso
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Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
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Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
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Γνωστική και γλωσσική ενημερότητα κατά τη νηπιακή και σχολική ηλικία ... : Cognitive and linguistic awareness during preschool and school age ...
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Conhecimento metalinguístico e compreensão da leitura em alunos surdos do 2º e 3º ciclos
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Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
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In: International Journal for the Scholarship of Teaching and Learning (2020)
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La formación de palabras en el aula : observar, pensar y reflexionar
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Metalinguistic Awareness of Multilingual First Graders: An Exploratory Study
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In: English Language Teaching Educational Journal, Vol 2, Iss 3, Pp 102-111 (2020) (2020)
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Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
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Irey, Robin. - : eScholarship, University of California, 2019
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Abstract:
Theories of English literacy development assume that both phonological awareness and morphological awareness are metalinguistic skills involved in word identification. While there is robust empirical evidence supporting the key role of phonological awareness in reading, there is a smaller – though growing - body of empirical evidence suggesting morphological awareness makes a unique contribution to word identification. Much of the morphological awareness research has focused on its contribution to decoding in general; analysis of its specific role in the identification of different word types (i.e., morphologically complex words compared to non-morphologically complex words; real words compared to pseudowords) is inconsistent and limited. This study aims to fill this gap by examining Grade 2 students’ accuracy reading a variety of word types, controlling for morphological awareness, phonological awareness, and verbal cognitive ability. Results suggest that morphological awareness contributes to the recognition of morphologically complex and non-morphologically complex real words, but not to pseudowords. Also crucial to the field of morphological awareness research is a more developed understanding of the reader. Latent profile analysis was used to empirically determine unique student profiles of phonological and morphological awareness ability. Reading outcomes (e.g., decoding accuracy and reading comprehension) were analyzed longitudinally for each profile, across Grades 2-4, a critical developmental period when learning to read. Students in the morphologically dominant group and the phonologically dominant group performed similarly across time on all outcome measures. Students with commensurate development of these skills outperformed the other two groups on all measures at all time points, suggesting both skills are needed for higher levels of reading achievement during elementary school grade levels. Because many students struggle learning to read, this finding is useful in identifying the different skill profiles that are more or less at-risk for future reading outcomes.
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Keyword:
at-risk readers; early literacy; latent profile analysis; metalinguistic awareness; morphological awareness; reading acquisition; Special education
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URL: https://escholarship.org/uc/item/3gb368tx
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The influence of phonological awareness on EFL pronunciation acquisition ...
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The influence of phonological awareness on EFL pronunciation acquisition ...
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The Additive Effects of Bilingualism on Third or Additional Language Acquisition: the Role of Metalinguistic Awareness ...
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Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness and Orthographic Knowledge
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In: Australian Journal of Teacher Education (2018)
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Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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