The Role of Metalinguistic Awareness in the Reading Comprehension of Sixth and Seventh Graders

Zipke, Marcy

doi:10.1080/02702710701260615

Cited by 31 publications

(38 citation statements)

References 24 publications

(11 reference statements)

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“…Previous studies have shown that metalinguistic awareness has a positive correlation with upgraded reading ability in young children (Castles & Coltheart, 2004). Metalinguistic awareness has been found to be closely linked to reading comprehension (Zipke, 2007). It was found that bilinguals have a better ability compared to monolinguals to understand an unknown language, mostly because of their greater metalinguistic awareness.…”

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confidence: 72%

Metalinguistic and Linguistic Knowledge in Foreign Language Learners

Alipour

2014

TPLS

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Abstract-This study aimed at providing further insight into the relationship between metalinguistic and linguistic knowledge. Thirty-eight university students took two tests (metalinguistic and linguistic cloze test) in the study. Their tests were analyzed for accuracy. Bivariate correlation and paired sample t-test were conducted. The study has discovered a moderate positive relationship between L2 learners' metalinguistic knowledge and the ability to correct, describe, and explain L2, and their proficiency in L2 by the use of a written test.

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confidence: 72%

Metalinguistic and Linguistic Knowledge in Foreign Language Learners

Alipour

2014

TPLS

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“…Although much less studied than phonological awareness, ambiguity detection is a metalinguistic skill associated with reading comprehension (Zipke, 2007;Zipke, Ehri, & Cairns, 2009). …”

Section: Introductionmentioning

confidence: 99%

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

Zipke

2011

Reading Psychology

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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.

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“…To expand on Yuill's work, I conducted two follow-up studies (Zipke, 2007;Zipke et al, 2008). First, I looked at the correlation between the metalinguistic awareness and reading comprehension of children who were established readers (Zipke, 2007).…”

Section: Teaching With Riddlesmentioning

confidence: 99%

“…First, I looked at the correlation between the metalinguistic awareness and reading comprehension of children who were established readers (Zipke, 2007). One hundred sixth and seventh graders were administered a series of assessments.…”

Section: Teaching With Riddlesmentioning

confidence: 99%

Teaching Metalinguistic Awareness and Reading Comprehension With Riddles

Zipke¹

2008

The Reading Teacher

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New evidence shows that some types of metalinguistic awareness could be important for reading comprehension in much the same way that phonemic awareness is important for learning to decode. In a recent study, students between 7 and 9 years old were taught to manipulate language and understand the multiple meanings of ambiguous words and sentences. This brief training program resulted in improved scores on standardized tests of reading comprehension. One of the most successful elements of this training was a session on understanding and producing riddles. Riddles are the perfect medium for learning how to manipulate language for many reasons, including students' familiarity with them and motivation for reading them. This paper contains the procedures used for writing riddles with primary‐grade students as well as observations on the riddling abilities that can be expected from students with widely varying reading abilities. تبيّن نتائج الأبحاث الجديدة أن بعض أنواع الوعي ما فوق اللغة قد تكون هامة لاستيعاب القراءة أسوة بأهمية الوعي لعلم الأصوات في تعلم فك الرموز. وفي بحث علمي حديث تعلم طلاب تتراوح أعمارهم بين 7 و 9 سنوات كيف يعالجون اللغة ويفهمون تعدد معاني الكلمات والجمل الغامضة. ونتيجة لهذا التدريب الوجيز فقد تحسنت العلامات في الامتحانات المعيارية لاستيعاب القراءة. وكان من أنجح عناصر هذا التدريب جلسة عن فهم فوازير وإنتاجها إذ الفوازير الوسيلة المثلى لتعلم كيفية معالجة اللغة لأسباب عدة بما فيها معرفة الطلاب بها والدافع لقراءتها وبالتالي تشتمل هذه الورقة على العمليات المستخدمة لكتابة الفوازير مع الطلاب في المدرسة الابتدائية بالإضافة إلى الملاحظات حيال قدرات إنتاج الفوازير التي قد نتوقعها من الطلاب ذوي امكانيات القراءة المتنوعة. 新证据显示有若干种类的超语言意识对阅读理解的重要性，可能是相比于音素意识对单字解码的重要性。在最近的研究中，介乎七岁至九岁的学生接受训练，学习如何控制语言和理解带有多种意义的字词与句子。这个短暂训练的结果是改善了学生在标准化阅读理解测验的成绩。这训练其中最成功的要素是指导学生如何理解和创作谜语。谜语是学习如何控制语言的最好的媒介，其原因有多种，包括了学生对谜语的熟悉和学生对阅读谜语的兴趣。本文阐述有关小学生写作谜语的教学程序，以及报告有关阅读能力极参差的学生所预期的谜语理解和创作能力的观察结果。 De nouvelles recherches montrent que certains types de conscience métalinguistique peuvent être importants pour la compréhension en lecture, tout autant que la conscience linguistique est importante pour l'apprentissage du décodage. Dans une étude récente, on a enseigné à des élèves âgés de 7 à 9 ans à manipuler la langue et à comprendre les multiples sens de mots et de phrases ambigus. Ce programme bref d'entraînement a eu pour résultat une amélioration des résultats à des tests standardisés de compréhension en lecture. Un des éléments les plus réussis de cet entraînement a été une session de compréhension et de production de devinettes. Pour différentes raisons les devinettes sont le meilleur moyen d'apprendre à manipuler la langue, y compris le fait que les élèves sont familiers des devinettes et qu'ils sont motivés pour les lire. Ce texte indique les procédures utilisées pour écrire des devinettes avec des élèves d'école élémentaire, ainsi que des observations sur les compétences en devinette que l'on peut attendre d'élèves ayant des niveaux très différents de compétence en lecture. Подтвердилась гипотеза о том, что некоторые типы металингвис...

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The Role of Metalinguistic Awareness in the Reading Comprehension of Sixth and Seventh Graders

Cited by 31 publications

References 24 publications

Metalinguistic and Linguistic Knowledge in Foreign Language Learners

Metalinguistic and Linguistic Knowledge in Foreign Language Learners

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

Teaching Metalinguistic Awareness and Reading Comprehension With Riddles

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