A Word Is a Word: Metalinguistic Skills in Adults of Varying Literacy Levels.

As part of a wider study of metalinguistic skills, a study examined the metalinguistic awareness of the concept "word" of adults at different literacy levels. Subjects, 60 adult monolingual English speakers enrolled in adult education classes, were divided into three groups according to reading level. Data were gathered through a structured interview consisting of (1) questions about the segmental structure of English, (2) an oral vocabulary test, (3) a question asking for the definition of "word," (4) questions asking for judgments of oral and graphic items, and (5) background questions about schooling and language experience. Analysis of the content of the subjects' definitions revealed three main kinds of features--units, meaning, and functions--with an increasing elaboration of references to units with reading level and a change in the kind of functions referred to, with written functions mentioned more often by lower readers. Analysis of definitional form reinforced the idea that higher level readers are more likely to talk of words as "units of language." In contrast to some developmental theories, these results suggest that factors other than developmental level affect people's concept of "word" and that metalinguistic skills are not one, undifferentiated domain but may be tied into specific areas of cognitive experience and expertise. Literacy is critical to some of these skills but not to all. (JO *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC] fre. his document has been reproduced as ceived from the person or organization originating it. I Minor changes have been made to improve reproduction quality. O Points of view or opinions stated in this document do not necessarily represent official NIE position or policy. A WORD IS A WORD: METALINGUISTIC SKILLS IN ADULTS OF VARYING LITERACY LEVELS1 Mary E. Hamilton and David Barton. Departmen't of Linguistics Stanford University December 20, 1980 ABSTRACT This paper investigates the concept of word in adults with a low level of literacy and compares them with a literate control group. 60 adults gave definitions of word and judged whether specific items were words, during an.interview of metalinguistic awareness. Few adults gave definitions which were completely adequate, either in content or form. Definitions were analyzed in terms of 3 main dimensions: functions, units and meaning. There were differences according to literacy level: higher readers gavmore elaborated references to units and fewer references to written functions. They more often approximated the ideal form in their definitions. The definitions were_compared with data reported for children and the possible effects of development, literacy and schooling were discussed.This paper investigates the concept of word in adults with a low level of literacy and compares them with a literate control group. 60 adults gave definitions of word and judged whether specific items were words, during an.interview of metalinguistic awareness. Few adults gave definitions which were completely adequate, either in content or form. Definitions were analyzed in terms of 3 main dimensions: functions, units and meaning. There were differences according to literacy level: higher readers gavmore elaborated references to units and fewer references to written functions. They more often approximated the ideal form in their definitions. The definitions were_compared with data reported for children and the possible effects of development, literacy and schooling were discussed. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Mary E. Hamilton