Abstract
Phonological awareness is part of a more general awareness of language, called metalinguistic awareness, which refers to the ability to think about the form of language as distinct from its content. A person who has metalinguistic awareness knows that talk can be broken down into utterances which follow grammatical and pragmatic rules, that utterances can be broken into words, and that words can be broken into their component sounds (Tunmer & Bowey, 1984; see Tunmer’s review in Volume 2). In Piagetian terms, metalinguistic awareness coincides with the emergence of concrete operational thinking, where the child is able to think about problems from two different perspectives.
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Nicholson, T. (1997). Phonological Awareness And Learning To Read. In: Van Lier, L., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4533-6_6
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DOI: https://doi.org/10.1007/978-94-011-4533-6_6
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