Presents a framework for relating degree of bilingualism to aspects of linguistic awareness. Found the more fully bilingual a child was, the better his or her performance on metalinguistic tasks requiring high levels of analysis of knowledge. (SKC)

By presenting two theories of first and second language learning dichotomously, their fundamental similarity as information-processing theories is obscured and details of both positions are misrepresented. (Author/MSE)

Children between the ages of seven and nine years were given metalinguistic tasks and measures of field dependence-independence (FDI). Results showed a common basis for FDI and metalinguistic problems requiring high levels of control of linguistic processing but not for FDI and problems requiring high levels of analysis of linguistic knowledge.…

Investigates the metalinguistic ability of monolingual or bilingual children between five and nine years of age on two language tasks (grammaticality judgment and correction). (HOD)

An overview of current theories of reading and the acquisition of literacy skills by children is presented. A research framework in which reading can be described in terms of the processes employed in other language uses is introduced and used to explain the failure of some children to learn to read. An ongoing research program is described that…