Browse > Article
http://dx.doi.org/10.13064/KSSS.2018.10.2.051

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

Yang, Yuna (한림대학교 대학원 언어병리청각학과)
Pae, Soyeong (한림대학교)
Publication Information
Phonetics and Speech Sciences / v.10, no.2, 2018 , pp. 51-60 More about this Journal
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
word decoding; phonological processing; letter knowledge; developmental dyslexia; Korean;
Citations & Related Records
연도 인용수 순위
  • Reference
1 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.
2 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.
3 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.   DOI
4 Joo (2013). Effect of family income and narrative type on story recall, cohesion and comprehension ability. M.A. Thesis, University of Hallym, Korea.
5 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.
6 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.
7 Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. Advances in Child Development and Behavior, 31, 105-138.
8 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.   DOI
9 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.   DOI
10 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.   DOI
11 Kim, B., & Pae, S. (2011). The decoding development of Korean children in word reading. Communication Sciences and Disorders, 16(2), 143-153.
12 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.
13 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.   DOI
14 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.
15 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.   DOI
16 Lee, K. (1998). The internal structure of Korean syllables: Rhyme or body? Korean Journal of Experimental Cognitive Psychology, 10(1), 67-83.
17 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.
18 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.   DOI
19 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.   DOI
20 Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438.   DOI
21 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.   DOI
22 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.
23 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.   DOI
24 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders; DSM-5 (5th ed.). Seoul: Hakjisa.
25 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.   DOI
26 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.   DOI
27 Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.   DOI
28 Pae, S., Kim, M., Yoon, H., & Jang, S. (2015). Korean language based reading assessment (KOLRA). Seoul: Hakjisa.
29 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.
30 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.   DOI
31 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.   DOI
32 Park, H. (2014). Korean version of comprehensive test of nonverbal intelligence second edition (K-CTONI-2). Seoul: Mind Press.
33 Park, S., Cho, J., & Yoo, M.(2013). A predictor study on the literacy of reading underachievers. Special Education Research, 12(1), 155-180.   DOI
34 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.   DOI
35 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.
36 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.   DOI
37 Hong, S. (2018). 강원도 교육청, 한글 문해교육전문가 양성 6개월 연수. Retrieved from http://news1.kr/articles/?3289221 [News1] on April 20, 2018.
38 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.   DOI
39 Gough, P., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.   DOI
40 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.   DOI
41 Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.   DOI
42 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.   DOI
43 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.   DOI
44 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.   DOI