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

Fielding-Barnsley, Ruth & Purdie, Nola M. (2005) Teacher’s attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33(1), pp. 65-76.

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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.

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ID Code: 1940
Item Type: Journal Article
Additional Information: r.fielding-barnsley@qut.edu.au
Keywords: Metalinguistics in the process of learning to read
DOI: 10.1080/1359866052000341133
ISSN: 1469-2945
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Taylor & Francis
Copyright Statement: First published in Asia-Pacific Journal of Teacher Education 33(1):pp. 65-76.
Deposited On: 30 Nov 2006
Last Modified: 29 Feb 2012 23:13

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