• Speech Sciences
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• v.15 no.3
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• pp.79-94
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• 2008

The purpose of this study was to compare phonological awareness ability of students with Down Syndrome(DS) and typically developing children(TD). TD and DS were equal the reading abilities(reading recognition). The subject were 10 DS and 10 TD, and were examined by test of phonological awareness. The test of phonological awareness was composed according to phonological units(word, syllable, phoneme) and task types(deletion, discrimination, blending). The results obtained in this study were as follows: The total score of phonological awareness ability of DS were significantly lower than TD. And the score of phonological awareness ability according to phonological units and task types were significantly lower than TD. But both DS and TD performed better on phonological deletion and blending task than discrimination. TD and DS represented different correlation between task types and phonological units. This means that TD performed better on all types of tasks and phonological units than DS.

• Speech Sciences
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• v.12 no.1
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• pp.7-14
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• 2005

This study investigated the reading ability of Korean second-graders and the relationship between reading and phonological awareness and RAN (Rapid Automatized Naming) ability. A language-based reading assessment battery was used. Children at the end of the Korean second-grade were still at the developmental stage of decoding skill and seemed to be at Chall's stage 1. Findings indicated significant correlations between reading ability and phonological awareness and between reading ability and RAN ability. Therefore, the importance of phonological processing could be extended to syllable-based alphabetic languages.

• 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.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• 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.

• Speech Sciences
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• v.13 no.3
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• pp.155-167
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• 2006

Hearing impairment children possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the relationship between phonological awareness ability and word identification ability in hearing impaired children. 14 children with moderately severe hearing loss participated in this study. All tasks were individually administered. Phonological awareness tests consisted of syllable blending, syllable segmentation, syllable deletion, body-coda discrimination, phoneme blending, phoneme segmentation and phoneme deletion. Close-set Monosyllabic Words(12 items) and lists 1 and 2 of open-set Monosyllabic Words in EARS-K were examined for word identification. Results of this study were as follows: First, from the phonological awareness task, the close-set word identification showed a high positive correlation with the coda discrimination, phoneme blending and phoneme deletion. The open-set word identification showed a high positive correlation with phoneme blending, phoneme deletion and phoneme segmentation. Second, from the level of phonological awareness, the close-set word identification showed a high positive correlation with the level of body-coda awareness and phoneme awareness while the open-set word identification showed a high positive correlation only with the level of phoneme awareness.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.199-216
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• 1999

The 121 five-year-old Korean subjects of this study were divided in 3 groups based on their experience in learning a foreign language (English). A battery of tests was administered to measure spoken and written language ability and the 3 metalinguistic domains of phonological, semantic, and syntactic awareness. Spoken language ability was positively correlated with semantic and syntactic awareness. The relative importance of each metalinguistic domain varied with level of written language development. Phonological awareness was the only predictor of decoding. Syntactic awareness and phonological awareness were significant variables in sentence comprehension. Metalinguistic ability was a better predictor of written language development than spoken language ability. Foreign language learning experience had an effect on syntactic awareness: low experience was superior to no experience, but high experience was not superior to low experience.

• Phonetics and Speech Sciences
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• v.3 no.4
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• pp.95-102
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• 2011

The purpose of this study was to identify the characteristics of the phonological discrimination ability and phonological working memory of 10 typically developing children aged 4, and 10 other children with Specific Language Impairments whose language age is similar. In orders to compare their phonological discrimination ability among phonological awareness, discrimination tasks were conducted at the syllable and phoneme levels. Also, in order to compare their phonological working memory, the subjects repeated nonsense syllables. The research results may be summarized as follows: First, the children with Specific Language Impairments demonstrated a lower performance than the typically developing children in phonological discrimination ability at both syllable and phoneme levels, and the difference between the groups was statistically significant. Second, the children with Specific Language Impairments exhibited a lower phonological working memory performance in all syllables compared with normal children. Although there was no significant difference in 2 and 3 syllables, a significant difference appeared as the length of the syllables became longer from 4 to 6 syllables. It is deemed necessary to conduct research into qualitative and quantitative differences through an formal assessment of the phonological awareness and phonological working memory of children with Specific Language Impairments.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.73-95
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• 2007

Causal relationships of kindergarteners' phonological awareness and processing to their ability to read words was investigated with the participation of 289 4- to 6-year-old children attending three kindergartens in Busan. Results showed gradual growth in reading ability with age. Children performed best in reading words and poorest in reading low frequency letters. They showed continuous development in skills of syllable deletion, phoneme substitution, phoneme insertion, phonological memory and naming. Discontinuous development was found in counting syllables. Longer syllables were difficult to count, and middle syllables of 3 syllable words were hard to delete. Children had poor perception of final consonants of Consonant-Vowel-Consonant syllables. Children's phonological awareness and processing were latent variables strongly related to ability to read words written in Hangul.

• Speech Sciences
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• v.9 no.2
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• pp.193-202
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• 2002

The purpose of this study is to examine the phonological awareness of hearing impaired children. A number of researches indicate that hearing impaired children have articulation disorders due to their impaired auditory feedback. However, in children who have the ability to distinguish certain phonemes, they sometimes show misarticulation of the phonemes. Phonological awareness refers to recognizing the speech-sound units and their forms in spoken language (Hong, 2001). The subjects who participated in the experiment are composed of four hearing impaired children (3 cochlear implanted children and 1 hearing aided child). Phonological Awareness was evaluated by the test battery developed by Paik et al. (2001). The subtests consisted of rhyme matching, onset matching I II, word initial segmentation and matching I II. If the children asked for retelling, it was retold to a maximum of 4 times. Each item score was 1 point. The results were compared to those of Paik et al. (2001). The results of study were that subject 1 showed superior rhyme matching ability, subjects 2 and 3 fair ability, and subject 4 inferior ability. In onset matching I, all subjects showed inferior ability except for subject 3. Interestingly, subjects 1 showed the lowest onset matching I score. In word initial segmentation and matching I, subjects 1 and 4 showed inferior ability and subjects 2 and 3 showed fair ability. In onset matching II, subject 2 showed the perfect score 10 even though she showed very low score. In word initial segmentation and matching II, only subjects 2 and 3 showed appropriate levels of the skill. The results show that the phonological awareness of hearing impaired children is different from that of normal children.