• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.911-919
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• 2022

In this paper, we analyzed to find out the effects of phonological awareness game using teacher assisted robot on 5-year-old children's reading ability and reading interest. A total of 30 5-year-old children were equally divided into two groups: the experimental group and the control group. The experimental group conducted a total of 16 game activities using an educational robot twice a week for three weeks, the control group conducted the same 16 game activities without the robot during the same period. The results are as follows. Firstly, the experimental group was better in reading ability than that of the control group, especially total scores, word meaning, omission, and replacement. Secondly, the experimental group showed more interest in reading than the control group. From these findings, it can be suggested that phonological awareness games using the educational robot lay foundation to developing and enhancing on 5-year-old children's reading abilities and interest in reading.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5025-5032
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• 2012

The purpose of this study is to compare the working memory and the phonological awareness between Children with multi-cultural families and general families. The research subjects were 15 multi-cultural and 15 general primary school students who were attending 1st-3rd grade in D city. Working memory tested K-TTFC-2 by standardized tool. Phonological awareness abilities was considering the age of the subjects, tested phoneme awareness. Data process was conducted by t -test and frequency test in SPSS program. The results were as follows. First, working memory comparison of both groups showed significant differences. Especially had significant difference in chapter 1, chapter 4. Second, comparison of phonological awareness between both groups showed significant statistic differences. Third, the Phonological awareness comparison of both groups showed that there are differences in sound matching(word medial coda), substituting middle sound in monosyllabic words, phoneme switching. This research result is considered that can be used as the fundamental data for the development of the therapy data considering the working memory and the phonological awareness of children with multi-cultural families.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.1-17
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• 2012

The purpose of this study was to examine the effects of the literary approach using a game strategy on young children's phonological awareness and writing abilities. The subjects were selected from two classes of 'H' and 'M' Kindergarten in G city. The research tools used were the Phonological Awareness Ability Test, which was corrected by Jo, Kim, and Jeong(2006) and used to measure young children's phonological awareness abilities, and Lindberg(1987)'s Kindergarten Writing Assessment which was adapted and used by Noh(1994) in order to assess writing abilities. The literary approach activity using a game strategy used in this study resulted in an improvement in young children's phonological awareness abilities and writing abilities. These results suggest that these activities are valuable tools and can be applied successfully in the childhood education field as teaching aids.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.535-546
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• 2016

This study examined the relation among orthographic knowledge, phonological awareness, and visual word decoding and encoding abilities. Children aged 5 to 8 years took letter knowledge test, phoneme-grapheme correspondence test, orthographic representation test(regular word and irregular word representation), phonological awareness test(word, syllable and phoneme awareness), word decoding test(regular word and irregular word reading) and word encoding test(regular word and irregular word dictation). The performances of all tasks were significantly different among groups, and there were positive correlations among the tasks. In the word decoding and encoding tests, the variables with the most predictive power were the letter knowledge ability and the orthographic representation ability. It was found that orthographic knowledge more influenced visual word decoding and encoding skills than phonological awareness at these ages.

• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.424-433
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• 2015

This study tried to investigate the differences between auditory preferences for a discrimination study of minimal pairs with the different onset and the same nucleus of a syllable on the basis of articulator-distance in case of Korean infants and toddlers. As a result we found a main effect for articulator-distance and age but not an effect according to the types of phonation especially in terms of tense. Former results are line with the previous studies having reported the order of consonants acquisition based on the places of articulation suggesting that more sensitive responses for the contiguous and different phonemes may lead earlier acquisition for the same place of articulation of the speech sounds. Specifically, bilabial soudns are followed by alveolar and palatal sounds in order. The latter results also showed that tense consonants got a high rate of recognition beside lax consonants according to the age and sex.

• Speech Sciences
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• v.14 no.3
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• pp.161-176
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• 2007

The purpose of this study is to examine the phonological awareness ability of preschool children with speech disorders. Subjects were composed of 18 articulatorily-disordered preschool children and 18 phonologically-disordered children of 4-6 years old. Percent of correct consonants and phonological awareness ability were tested. Results showed as follows: First, there was no remarkable difference between the two groups in percent of correct consonants. Second, the average of the total scores of the phonological awareness test showed a remarkable difference between the two groups. The same result was found in the small groups classified by the age. Because there was a remarkable difference in the phonological awareness ability in the test groups, the phonological awareness ability can be employed as an important parameter to distinguish articulatorily-disordered children from phonologically-disordered children.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.295-304
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• 2015

We assessed reading-related skills in children with reading comprehension difficulties ("Poor comprehenders"), word decoding difficulties ("Poor decoders") and normal readers, matched for age and nonverbal IQ. The reading-related skill tests used in our study are phonological processing, visual processing test, and receptive vocabulary test. The authors argue that children who had difficulty in reading comprehension had lower scores only on the phonological short-term memory test compared with normal readers, although their performance on receptive vocabulary and visual processing tests are comparable to normal readers. The results of our study revealed that poor decoders had lower scores on the phonological processing, visual processing, and receptive vocabulary tests.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.499-511
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• 2016

The aim of this study was to find out effect of the orthographic representation on speech sound segmentation performance. Children's performances of the orthographic representation task and the speech sound segmentation task had positive correlation in words of phoneme-grapheme correspondence and negative correlation in words of phoneme-grapheme non-correspondence. In the case of words of phoneme-grapheme correspondence, there was no difference in performance ability between orthographic representation high level group and low level group, while in the case of words of phoneme-grapheme non-correspondence, the low level group's performance was significantly better than the high level group's. The most frequent errors of both groups were orthographic conversion errors and such errors were significantly more noticeable in the high level group. This study suggests that from the time of learning orthographic knowledge, children utilize orthographic knowledge for the performance of phonological awareness tasks.

• Speech Sciences
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• v.13 no.2
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• pp.35-46
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• 2006

This study investigated whether there are differences between Korean-English bilingual and Korean monolingual children on phonological awareness skills. Participants were 11 Korean-English bilingual children and 12 Korean monolingual children. The children's ages ranged between 6 and 7 years. The results were as follows. First, the bilingual children significantly outperformed monolingual children on overall phonological awareness tasks. The bilinguals performed significantly higher than monolinguals on all three types of phonological awareness tasks (segmentation, deletion, and blending). Second, there was a significant difference between the groups with respect to phonological units of the tasks. The bilinguals performed significantly better than monolinguals on the phonemic unit tasks, but two groups did not differ significantly on syllabic unit tasks. There was an interaction effect between unit size(syllables and phonemes) and group (bilinguals and monolinguals). Third, there were correlations for both bilingual and monolingual children between overall phonological awareness skills and word recognition skills.