Reading Research in Metalinguistic Awareness

Abstract

Metalinguistic awareness — defined as the ability to reflect upon and analyze the structure of both spoken and written language — is discussed in view of its relationship to the acquisition of reading in young children. The corpus of existing research literature is grouped and examined under three broad categories which are indicative of major lines of research: a) Concepts about the nature, purposes, and processes of reading, b) concepts about spoken language units and instructional terminology, and c) knowledge of print conventions and mapping principles. Examined in other major sections are issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments purporting to measure metalinguistic knowledge. A major conclusion reached by the review is that although young children are largely unaware of the overriding structure of both speech and print, experience with written language is the most efficient way to enhance metalinguistic growth. Implications for reading instruction and directions for future research are suggested as well.