Master's Theses

Department

Communication Sciences and Disorders

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to examine the relationship among specific tasks of meta-linguistic skills and decoding and reading comprehension abilities. Thirty children with 10 in each grade of first, second, and third participated in the study. Tasks of phonological, semantic, and syntactic awareness along with tasks of real word and pseudoword decoding and reading comprehension were administered. Results indicated that the three metalinguistic tasks were correlated with the reading skills of decoding and comprehension. The syntactic task was the only metalinguistic skill that was significant in predicting performance on real word and pseudoword decoding and reading comprehension. It appeared that the ability to judge correctness and make necessary changes had the strongest influence on the child's ability to read. The results were discussed in relation to the literature which has investigated the relationship between metalinguistic awareness and reading achievement.

Keywords

Speech-Language Pathology

Advisor

Amy Finch

Date of Award

Spring 1998

Document Type

Thesis - campus only access

Rights

© The Author(s)

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