ABSTRACT
Beginning in the mid-1970s, there was a decade of intense interest in the development of children’s metalinguistic abilities, culminating in the publication of several books (e.g. Sinclair et al., 1978; Hakes, 1980; Tunmer et al., 1984). This included the study of children’s ability to reflect on grammaticality. By the late 1970s, research in the development of grammatical awareness began to merge with two other streams of research, one investigating the association between phonological sensitivity and reading achievement, and the other, the development of metacognition.
