From 'Epi' through 'Meta' to Mastery. The balance of meaning and skill in early reading instruction

Abstract

A psycholinguistic framework for reading and spelling methodology at the preliminary stage is outlined. Based on the theory of metalinguistic development (Karmiloff-Smith and Gombert), the framework involves a three-step model for early reading and spelling instruction where the instructional steps are parallel to the critical stages in metalinguistic development. The instructional sequence involves supported reading of connected text (epilinguistic control), focus on word identification and word analysis skills (metalinguistic awareness) and repeated reading of connected text (automatisation). By striking a balance between focus on meaning and focus on skill, a practical and theoretical possibility of bridging the embarrassing gap between whole language and phonics teaching is demonstrated. Examples are given showing that elements proposed in the framework can be identified in instructional programmes which have been shown to be effective in well-designed evaluation studies.