The role of metalinguistic and socio-cognitive factors in reading
skill
Hélène Deacon | Department of Psychology and Neuroscience,
Dalhousie University, Canada
Rebecca Tucker | Department of Psychology and Neuroscience,
Dalhousie University, Canada
Bradley Bergey | Department of Secondary Education and Youth
Services, Queens College, City University of New York, USA
We present here a review of recent research
on the role of metalinguistic and socio-cognitive factors in reading
skill. We first review research on how morphological awareness and
orthographic processing impact the acquisition of reading skill. We
show that the first might account for change over time, and the
second may not. We then turn to our new studies examining the
interplay between these two factors in reading development. In each
of these domains, we test predictions of theories of reading
development. Finally, we turn to research on a very different set of
variables, which we term socio-cognitive. We explore the factors
that support academic outcomes for university students with a
history of reading difficulties, including the role of a range of
coping strategies and support services. Together, we hope that this
review inspires new inquiry into understanding the factors that
underlie successful reading acquisition.
Article outline
- 1.The role of morphological awareness in children’s reading development
- 1.1Practical implications
- 2.The role of orthographic processing in children’s reading development
- 2.1Practical implications
- 3.The interaction between morphological and orthographic factors in children’s reading development
- 4.Socio-cognitive factors affecting the success of university students with a history of reading difficulty
- 4.1Practical implications and next steps
- 5.Conclusion
-
References
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Cited by
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Journal of Learning Disabilities 57:2
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