• English Language & Literature Teaching
• /
• v.11 no.2
• /
• pp.35-50
• /
• 2005

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.

• Journal of the Korean Society of Marine Environment & Safety
• /
• v.23 no.3
• /
• pp.294-300
• /
• 2017

In this study, a survey was conducted among students who received ARPA/radar simulation training in order to verify the effect of training. An effective training method based on the analysis results was also proposed. Furthermore, this study analyzed full mission simulation conducted over one semester, and found that training effect increased as time passed. The survey showed improvement in skills related to radar/ARPA utilization, ARPA decoding, ship handling, and overall skill. Students responded practical skills improved more than theoretical knowledge, and also analysis showed that ship handling skills had a larger effect than radar decoding skills on improving overall skill, therefore proposed that theoretical education regarding the functions of radar and ARPA should be reinforced in ARPA/radar simulation training.

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

• Korean Journal of Child Studies
• /
• v.18 no.2
• /
• pp.19-32
• /
• 1997

This study explored an alternative activity for the assessment of young children's literacy in Korea; namely, the evaluation of children's ability to construct meaning independent of decoding skill. The subjects were 78 children 4 to 5 years of age in Seoul. Instruments were the researcher's revised form of the Story Construction from a Picture Book, TRSR (Teachers' Ratings of Students' Reading) designed by van Kraayenoord & Paris (1996), and the revised form of the WLAT (Written Language Awareness Test, Kim, 1995). The assessment scores and oral responses of the children were analyzed by Pearson's r, MANOVA and one-way ANOVA, using repeated measures. The findings showed that (1) the story construction total scores were significantly correlated with WALT scores and the subcategory scores were intercorrelated with each other. (2) The story construction total scores differed by age, and (3) the 2 phase scores were higher than the 1 phase scores.

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