Metalinguistics: A Bibliography

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9(October), 1-16.

Anthony, J. R., Blumenfeld, H. K., Potapova, I., & Pruitt-Lord, S. L. (2022). Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals. International Journal of Bilingual Education and Bilingualism, 25(3), 922-941.

Apel, K. (2022). A different view on the Simple View of Reading. Remedial and Special Education, 43(6), 434-447.

Apel, K. (2011). What is orthographic knowledge. Language, Speech and Hearing Services in Schools, 42(October), 592-603.

Apel, K., Henbest, V. S., & Masterson, J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading & Writing, 32, 873-889.

Apel, K., Wilson-Fowler, E. B., Brimo, D., & Perrin, N. A. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading & Writing, 25, 1283-1305.

Aquino-Sterling, C. R. (2015). Metalinguistic knowledge at play: Using Common Core en Español to develop teaching-specific Spanish competencies in bilingual teacher education in the U.S.A. Revista Comunicación, 24(2), 47-57.

Aznárez-Mauleón, M., López-Flamrique, M., & García-del-Real, I. (2020). La actividad metalingüística en una tarea de escritura colaborativa en Educación Primaria [Metalinguistic activity in a collaborative writing task in Primary Education]. Oncos Revista de Estudios de Lectura, 19(3), 42-54.

Berninger, V. W., Abbott, R. D., Nagy, W. E., & Carlisle, J. F. (2010). Growth in phonological, orthographic and morphological awareness in Grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163. https://doi.org/10.1007/s10936-009-9130-6

Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57(Supp), 45-77.

Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge University Press.

Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading & Writing, 23, 515-537.

Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the English spelling system. Educational Psychologist, 52(2), 124-141. https://doi.org/10.1080/00461520.2017.1288571

Bowey, J. A. (1988). Metalinguistic ability and early reading achievement. Applied Pscyholinguistics, 9(4), 367-383.

Breadmore, H. L., Levesque, K. C., & Deacon, S. H. (2021). Special issue editorial: Advances in understanding the role of morphemes in literacy development. Journal of Reseach in Reading, 44(1), 1-19.

Camps, A. (2015). Metalinguistic activity in language learning. In T. Ribas, X. Fontich, & O. Guasch (Eds.), Grammar at School: Research on Metalinguistic Activity in Language Education (pp. 25-41). Bern, Switzerland: Peter Lang S.A.

Chen, H., & Myhill, D. (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100-108.

Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9(2), 131-149.

Downing, J. (1986). Cognitive clarity: A unifying and cross/cultural theory of language awareness phenomena in reading. In D. B. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write. Heinemann.

Flórez Romero, R., Torrado Pacheco, M. C., Arévalos Rodríguez, I., Mesa Güechá, C., & Mondragón Bohórquez, S. P. V., Carolina. (2005). Habilidades metalingüísticas, operaciones metacognitivas y su relación con los niveles de competencia en lectura y escritura: Un estudio exploratoria [Metalinguistic skills, metacognitive operations and their relationship to levels of competency in reading and writing: An exploratory study]. Forma y Función, 18, 15-44.

Fontich, X., & García-Folgado, M. J. (2018). Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity. L1-Educational Studies in Language and Literature, 18, 1-39.

Francis, N. (1999). Self-correction patterns and metalinguistic awareness: A proposed typology for studying text-processing strategies of proficient readers. Journal of Research in Reading, 22(3), 304-310.

Fumero, K., & Tibi, S. (2020). The importance of morphological awareness in bilingual language and literacy skills: Clinical implications for speech-language pathologists. Language, Speech and Hearing Services in Schools, 51, 572-588.

Galambos, S. J., & Hakuta, K. (1988). Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children. Applied Psycholinguistics, 9(2), 141-162.

Gombert, J. E. (1992). Metalinguistic Development. Harvester Wheatsheaf.

Gutiérrez, X. (2008). What does metalinguistic activity in learners’ interaction during a collaborative L2 writing task look like? The Modern Language Journal 92(4), 521-537.

Gutiérrez, X. (2013). Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish. Language Awareness, 22(2), 176-191.

Gutiérrez, X. (2013). Metalinguistic knowledge in language-related episodes with covert metalinguistic activity. In K. Roehr & G. A. Ganem-Gutiérrez (Eds.), The metalinguistic dimension in instructed second language learning. Bloomsbury Publishing.

Hastings, K., & Trexler, M. (2021). Structured Word Inquiry: A critical literacy framework for educators. Interchange, 52, 273-296. https://doi.org/10.1007/s10780-021-09430-8

Hakes, D. T. (1980). The development of metalinguistic abilities in children. Springer-Verlag.

Holdaway, D. (1986). The visual face of experience and language: A metalinguistic excursion. In D. B. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 79-114). Heinemann.

Hugo Rojas, E. S., & Meneses Arévalos, A. C. (2021). Reflexión metalingüística en L1 y escritura: Revisión de investigaciones en contextos escolares [Metalinguistic reflection in L1 and writing. Review of research in school contexts]. Literatura y Lingüística, 44, 315-344.

Jiménez, J. E., & Ortiz, M. R. (2000). Metalinguistic awareness and reading acquisition in the Spanish language. The Spanish Journal of Psychology, 3(001), 37-46.

Ke, S. E., Zhang, D., & Koda, K. (2023). Metalinguistic awareness in second language reading development. Cambridge University Press.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Paul H. Brookes.

Myhill, D., & Newman, R. (2016). Metatalk: Enabling metalinguistic discussion about writing. International Journal of Educational Research, 80, 177-187.

Roberts, A. D. (2012). The role of metalinguistic awareness in the effective teaching of foreign languages. Bern, Switzerland: Peter Lang.

Serrano, R. (2011). From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness, 20(1), 1-16.

Purvis, C., McNeill, B. C., & Everatt, J. (2016). Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge. Annals of Dyslexia, 66(1), 55-70.

Reder, F., Marec-Breton, N. G., Jean-Emile, & Demont, E. (2013). Second-language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. British Journal of Educational Psychology, 83, 686-702.

Reig, A. (2020). Regulación metacognitiva y actividad metalingüística durante el proceso de composición escrita en colaboración a partir de la lectura de fuentes diversas [Metacognitive regulation and metalinguistic activity during a collaborative writing composition process based on reading from sources]. Bellaterra Journal of Teaching and Learning Language & Literature, 13(3), 1-21.

Roberts, A. D. (2012). The role of metalinguistic awareness in the effective teaching of foreign languages. Peter Lang.

Rodríguez-Gonzalo, C., Durán Rivas, C., & Ribas Seiz, T. (2022). La entrevista sobre la escritura con alumnado de Primaria: Un espacio para la reflexión metalingüística [The interview about writing processes with primary school pupils: A place for metalinguistic reflection]. Tejuelo, 35(2).

Roehr-Brackin, K. (2024). Measuring children’s metalinguistic awareness. Language Teaching, 2024, 1-17. https://doi.org/10.1017/S0261444824000016

Roehr, K., & Ganem-Gutiérrez, G. A. (Eds.). (2013). The metalinguistic dimension in instructed second language learning. Bloomsbury Publishing.

Rowe, D. W., Piestrznski, L., Hadd, A. R., & Reiter, J. W. (2024). Writing as a path to the alphabetic principle: How preschoolers learn that their own writing represents speech. Reading Research Quarterly(1), 32-56. https://doi.org/10.1002/rrq.526

Serrano, R. (2011). From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness, 20(1), 1-16.

Sharwood Smith, M. (2021). The cognitive status of metalinguistic knowledge in speakers of one or more languages. Bilingualism: Language and Cognition, 24, 185-196.

Slagle, T. (2023). Explicit language instruction: Developing writers’ metalinguistic awareness to facilitate transfer. Journal of Basic Writing, 42(2), 72-101.

Talalakina, E. (2015). Fostering positive transfer through metalinguistic awareness: A case for parallel instruction of synonyms in L1 and L2. Journal of Language and Education, 1(4), 74-80.

Tellier, A. (2013). Developing a measure of metalinguistic awareness for children aged 8-11. In K. Roehr & G. A. Gamen-Gutierrez (Eds.), The metalinguistic dimension in instructed second language learning. (pp. 19-45). Bloomsbury Publishing.

Tunmer, W. E., & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In C. Pratt & M. L. Herriman (Eds.), Metalinguistic awareness in children (pp. 144-168). Springer-Verlag.

Tunmer, W. E., Herriman, M. L., & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23(2), 134-158.

Varga, S. (2021). The relationship between reading skills and metalinguistic awareness. Gradus, 8(1), 52-57.

Voga, M., Gardani, F., & Giraurdo, H. (2020). Multilingualism and the mental lexicon: Insights from language processing, diachrony, and language contact. Open Access. https://doi.org/10.1515/9783110440577-013

Yaden, D. B. (1984). Reading research in metalinguistic awareness: Findings, problems, and classroom applications. Visible Language, 18(1 Winter), 5-47.

Yaden, D. B., & Templeton, S. (Eds.). (1986). Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write. Heinemann.

Yopp, H. K., & Singer, H. (1994). Toward an interactive reading instructional model: Explanation of activation of linguistic awareness and metalinguistic ability in learning to read. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (Vol. Fourth, pp. 381-390). International Reading Association.

Zipke, M., Ehri, L. C., & Cairns, H. S. (2009). Using semantic ambiguity instruction to improve third graders’ metalinguistic awareness and reading comprehension. An experimental study. Reading Research Quarterly, 44(3), 300-321.