DOI QR코드

DOI QR Code

Korean first graders' word decoding skills, phonological awareness, rapid automatized naming, and letter knowledge with/without developmental dyslexia

초등 1학년 발달성 난독 아동의 낱말 해독, 음운인식, 빠른 이름대기, 자소 지식

  • 양유나 (한림대학교 대학원 언어병리청각학과) ;
  • 배소영 (한림대학교)
  • Received : 2018.04.25
  • Accepted : 2018.06.11
  • Published : 2018.06.30

Abstract

This study aims to compare the word decoding skills, phonological awareness (PA), rapid automatized naming (RAN) skills, and letter knowledge of first graders with developmental dyslexia (DD) and those who were typically developing (TD). Eighteen children with DD and eighteen TD children, matched by nonverbal intelligence and discourse ability, participated in the study. Word decoding of Korean language-based reading assessment(Pae et al., 2015) was conducted. Phoneme-grapheme correspondent words were analyzed according to whether the word has meaning, whether the syllable has a final consonant, and the position of the grapheme in the syllable. Letter knowledge asked about the names and sounds of 12 consonants and 6 vowels. The children's PA of word, syllable, body-coda, and phoneme blending was tested. Object and letter RAN was measured in seconds. The decoding difficulty of non-words was more noticeable in the DD group than in the TD one. The TD children read the syllable initial and syllable final position with 99% correctness. Children with DD read with 80% and 82% correctness, respectively. In addition, the DD group had more difficulty in decoding words with two patchims when compared with the TD one. The DD group read only 57% of words with two patchims correctly, while the TD one read 91% correctly. There were significant differences in body-coda PA, phoneme level PA, letter RAN, object RAN, and letter-sound knowledge between the two groups. This study confirms the existence of Korean developmental dyslexics, and the urgent need for the inclusion of a Korean-specific phonics approach in the education system.

Keywords

References

  1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders; DSM-5 (5th ed.). Seoul: Hakjisa.
  2. Castles, A., Bates, T., Coltheart, M., Luciano, M., & Martin, N. G. (2006). Cognitive modelling and the behavior genetics of reading. Journal of Research in Reading, 29(1), 92-103. https://doi.org/10.1111/j.1467-9817.2006.00294.x
  3. Cho, J., McBride-Chang, C., & Park, S.(2008). Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255-274. https://doi.org/10.1007/s11145-007-9072-z
  4. Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188. https://doi.org/10.1207/s1532799xssr0902_4
  5. Feagans, L., & Short, E. (1984). Developmental differences in the comprehension and production of narratives by reading-disabled and normally achieving children. Child Development, 55(5), 1727-1736. https://doi.org/10.2307/1129920
  6. Gough, P., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
  7. Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147. https://doi.org/10.1177/0142723704042369
  8. Hong, S. (2018). 강원도 교육청, 한글 문해교육전문가 양성 6개월 연수. Retrieved from http://news1.kr/articles/?3289221 [News1] on April 20, 2018.
  9. Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160. https://doi.org/10.1007/BF00401799
  10. Jeong, J. (2014). An examination of first graders' consonant-vowel naming, word recognition, and reading fluency. The Journal of Elementary Education, 27(3), 119-136.
  11. Jeong, J. (2015). An examination of changes in first graders' consonant-vowel naming, word recognition, and reading fluency. The Journal of Elementary Education, 28(1), 113-131.
  12. Jeong, J. (2017). An analysis of first graders' features in decoding words and nonwords: Based on word types and reading levels. The Korean Society for Child Education, 26(1), 341-357. https://doi.org/10.17643/KJCE.2017.26.1.18
  13. Joo (2013). Effect of family income and narrative type on story recall, cohesion and comprehension ability. M.A. Thesis, University of Hallym, Korea.
  14. Kim, A., & Kang, E. (2010). A comparison of word recognition skills between elementary students with reading disabilities and students without disabilities: Focusing on word recognition performance and error patterns. Communication Science and Disorders, 15(4), 632-647.
  15. Kim, A., Yoo, H., & Kim, U. (2010). The relationship of phonological awareness, rapid naming, letter knowledge, short-term memory, and working memory to Hangul word recognition abilities. Korean Journal of Special Education, 45(1), 247-267.
  16. Kim, B., & Pae, S. (2007). Word recognition and phonological awareness of kindergartener, second and fourth graders. Journal of Speech-Language and Hearing Disorders, 16(2), 89-107. https://doi.org/10.15724/jslhd.2007.16.2.006
  17. Kim, B., & Pae, S. (2011). The decoding development of Korean children in word reading. Communication Sciences and Disorders, 16(2), 143-153.
  18. Kim, H., & Cho, J. (2001). Phonological awareness, visual perception and reading of Hangul in preschool children. The Korean Journal of Developmental Psychology, 14(2), 15-28.
  19. Kim, Y. (2007). Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units. Applied Psycholinguistics, 28(1), 69-94. https://doi.org/10.1017/S014271640707004X
  20. Kim, Y. (2009).The foundation of literacy skills in Korean: the relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907. https://doi.org/10.1007/s11145-008-9131-0
  21. Kwon, Y., & Pae, S. (2006). Three measures of narrative discourse ability for Korean school-aged children in a story-retelling task. Journal of Speech-Language and Hearing Disorders, 15(3), 115-126.
  22. Landerl, K., & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied Psycholinguistics, 21(2), 243-262. https://doi.org/10.1017/S0142716400002058
  23. Lee, K. (1998). The internal structure of Korean syllables: Rhyme or body? Korean Journal of Experimental Cognitive Psychology, 10(1), 67-83.
  24. Ministry of health and welfare. (2017). National basic livelihood security act. Retrieved from http://www.mohw.go.kr/react/policy/index.jsp?PAR_MENU_ID=06&MENU_ID=063501 on March 10, 2017.
  25. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665. https://doi.org/10.1037/0012-1649.40.5.665
  26. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.
  27. Pae, S., Kim, M., Yoon, H., & Jang, S. (2015). Korean language based reading assessment (KOLRA). Seoul: Hakjisa.
  28. Pae, S., Shin, G., & Seol, A. (2017). Developmental characteristics of word decoding and text reading fluency among Korean children with developmental dyslexia. Communication Sciences and Disorders, 22(2), 272-283. https://doi.org/10.12963/csd.17385
  29. Park, H. (2014). Korean version of comprehensive test of nonverbal intelligence second edition (K-CTONI-2). Seoul: Mind Press.
  30. Park, S., Cho, J., & Yoo, M.(2013). A predictor study on the literacy of reading underachievers. Special Education Research, 12(1), 155-180. https://doi.org/10.18541/ser.2013.02.12.1.155
  31. Paul, R., & Smith, R. (1993). Narrative skills in 4-year-olds with normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36(3), 592-598. https://doi.org/10.1044/jshr.3603.592
  32. Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 29-53.
  33. Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia, 48(1), 115-136. https://doi.org/10.1007/s11881-998-0006-5
  34. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282. https://doi.org/10.1037/0022-0663.96.2.265
  35. Song, Y., Shin, G., & Pae, S. (2016). Decoding and spelling abilities of Korean first and second graders with and without language reading difficulties. Journal of Speech-Language and Hearing Disorders, 25(4), 97-107. https://doi.org/10.15724/jslhd.2016.25.4.008
  36. Speece, D., Roth, F., Cooper, D., & De La Paz, S. (1999). The relevance of Oral Language skills to early literacy: A multivariate analysis. Applied Psycholinguistics, 20(2), 167-190. https://doi.org/10.1017/S0142716499002015
  37. Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. Advances in Child Development and Behavior, 31, 105-138.
  38. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33(3), 468-479. https://doi.org/10.1037/0012-1649.33.3.468
  39. Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61(1), 80-90. https://doi.org/10.1006/jecp.1996.0004
  40. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438. https://doi.org/10.1037/0022-0663.91.3.415
  41. Yang, M., Kim, B., & Ra, J. (2017). Predicting word reading and spelling in first graders with dyslexia. Communication Sciences and Disorders, 22(4), 690-704. https://doi.org/10.12963/csd.17432
  42. Yoon, H. (2015). Prediction of reading comprehension in early and late elementary grades: contribution of word decoding, vocabulary and syntactic knowledge. Communication Sciences and Disorders, 20(4), 536-546. https://doi.org/10.12963/csd.15271
  43. Yoon, H., Kim, B., & Pae, S.(2011). The decoding skills of school-aged children with poor reading skills. Communication Sciences and Disorders, 16(4), 582-596.
  44. Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29. https://doi.org/10.1037/0033-2909.131.1.3