Reviews research pertaining to metalinguistic awareness in young children; examines issues related to the direction of cause between metalinguistic abilities and reading, disparities in research methodology between studies, and commercial instruments perporting to measure metalinguistic knowledge; and offers implications for reading instruction…

Presents a language processing model that distinguishes four functional components of reading and listening: feature detection, primary recognition, secondary recognition, and rehearsal and recoding. Uses the model to describe and incorporate some recent research. (GT)