The first part of this report consists of a theoretical survey of the metalinguistic domain, the main focus being upon metaphonological abilities. Metaphonological tasks are analyzed in terms of cognitive demands and degree of automaticity. The importance of metaphonological abilities for reading, spelling, and dyslexia is discussed on the basis of this theoretical analysis. It is assumed that metaphonological abilities are a prerequisite for learning to read and spell.In the second part results from three empirical studies are reported. In the first one 46 dyslexies and their matched control group were studied during their first three years at school. The development of metaphonological skills (segmentation, sound blending, sound position analysis, and segment deletion), language skills, cognitive abilities, reading, and spelling skills was studied on several occasions. The main purpose of this longitudinal study was to gain a better understanding of the causal relationship between metaphonological abilities and reading and spelling. Several causal structural equation models were tested by the LISREL method. The results supported the hypothesis that metaphonological abilities have a causal influence on reading and spelling while no support was found for a reverse causal influence.The purpose of Study II was to investigate the development of metaphonological skills. Two randomly selected classes were given four different metaphonological tests (segmentation, sound blending, sound position analysis and segment deletion) in grade 1 and grade 2. The results showed that metaphonological abilities undergo a substantial increase during the first years at school. The performance on metaphonological tasks was also very sensitive to small variations in task demands.In Study III the effects of metaphonological training on segmentation, blending and spelling were experimentally investigated in grade 1. There was a significant effect of training in the segmentaion and blending tasks. However, the effect of metaphonological training on spelling was significant only for the children with the lowest segmentation and blending pretest performance.The main conclusions to be drawn from the three studies were that metaphonological abilities are of critical importance for learning to read and spell. Furthermore, metaphonological abilities develop during a rather long period and some children might profit from carefully designed metaphonological training tasks in order to prevent reading and spelling disorders. / digitalisering@umu

Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iii, 15, [5] p. Includes bibliographical references (p. 10-13).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-122). Also available for download via the World Wide Web; free to University of Oregon users.

Not available / text

In 2 experiments, we taught 120 3-year-olds and 120 adults novel words for unfamiliar solid objects or perceptually similar nonsolid substances described as belonging either to the toy domain or the food domain. In a forced-choice task, participants extended the novel words to one of two test items: a same-shape test item (i.e., one that shared a common shape with the standard but differed in colour, texture, or smell) or a same-substance test item (i.e., one that shared a common colour, texture, and smell with the standard but differed in shape). Participants made more same-shape choices in the solid than in the nonsolid conditions. This tendency varied depending on whether the same-shape item differed from the standard in colour, texture, or smell. Participants also made more same-shape choices for items described as toys than for the same items described as food. This tendency was consistent regardless of whether the same-shape item differed from the standard in colour, texture, or smell. The findings confirm previous reports that children's word extensions are affected by the solidity of the referent. They also reveal that these extensions are guided by information about the referent's conceptual domain. Finally, these results provide the first evidence that these extensions are influenced by the smell, texture, and colour of the referent.

No description available.

This study evaluates beginner readers on three aspects of metalinguistic awareness as measured by Metalinguistic Awareness Interview Schedule (Dreher & Zenge, 1990), the understanding of reading as a meaning-gathering process; the ability to isolate language segments (sentences, words and letters); knowledge of terms used in reading instruction, as well as some basic concepts about print, as measured by the adapted Concepts About Print test (Clay, 1979). Individual interviews were conducted with a socioculturally diverse group of first grade pupils attending two schools on the Upper South Coast of KwaZulu Natal. Whilst considering the performance of the group as a whole, attention was also given to the three different language culture subgroups, and to second language learners who represented 40% of the sample. Consistent with earlier research carried out in other countries the results of this study confirmed that many of these beginner readers had only demonstrated a partial acquisition of metalinguistic abilities and a limited understanding of concepts about print as assessed by the two measurements. These confusions were described and their implications for teaching practice discussed. At the end of the subjects' grade one year a follow-up procedure was conducted to examine academic achievement in various aspects of English, and in Mathematics. In addition, readiness for grade two was also considered. These results indicated that much of the earlier confusion as demonstrated on the two measurement instruments had been resolved through instruction and mediation in the classroom. The implications of the findings, the limitations of the study and some suggestions for further research are discussed. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1996.

Thesis (Ph. D.)--University of Sydney, 2006. / Title from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.

Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed March 26, 2009). Graduate School of Arts and Sciences, Dept. of Mathematics. Includes bibliographical references (p. 59).

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.