Teacher’s attitude to and knowledge of metalinguistics in the process of learning to read

Abstract

The aim of the current research was to examine pre—service, general and special education
teachers attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted front the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre-service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge.