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Bilingual Competence and Bilingual Proficiency in Child Development$
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Norbert Francis

Print publication date: 2011

Print ISBN-13: 9780262016391

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262016391.001.0001

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Metalinguistic Awareness, Bilingualism, and Reading

Metalinguistic Awareness, Bilingualism, and Reading

(p.230) (p.231) 9 Metalinguistic Awareness, Bilingualism, and Reading
Bilingual Competence and Bilingual Proficiency in Child Development

Norbert Francis

The MIT Press

This chapter examines how the self-monitoring of text processing may be related to literacy and metalinguistic awareness. In particular, it considers reading comprehension and what kinds of strategy children employ when they commit a reading error or “miscue” and, after noticing the error, self-correct. It makes an important distinction between two types of self-correction: one for which context before the error provides a prompt to self-correct, and one with no prior context. After providing an overview of the use of modularity in the study of reading, the chapter turns to the effectiveness of focus on form in language instruction and how metalinguistic awareness and bilingualism may be related. It also discusses children’s development of a reflective posture toward reading comprehension and how children learn to use context strategically.

Keywords:   literacy, metalinguistic awareness, reading comprehension, children, self-correction, modularity, language instruction, bilingualism, context, self-monitoring

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