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The development of linguistic awareness in language-disordered children

Eva Magnusson

Lund University

Kerstin Nauclér

Lund University

This paper concerns the development of linguistic awareness in language-disordered children, and the role of linguistic and cognitive factors in this development. A longitudinal study was conducted with 39 language-disordered and a matched group of 39 normally-speaking children. Phonological awareness and other abilities were tested from preschool to Grade 4. Various comparisons were made of the abilities of the two groups. The findings indicate the importance of language comprehension and of syntactic production, but not of phonology, for the development of phonological awareness.

First Language, Vol. 13, No. 37, 93-111 (1993)
DOI: 10.1177/014272379301303706
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