The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties
This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievemen...
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| Veröffentlicht in: | Asia Pacific education review 2007-12, Vol.8 (3), p.426-434 |
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| container_title | Asia Pacific education review |
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| creator | Kim, Dongil Kim, Woori Lee, Kijyung |
| description | This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievement groups. 27 students with reading difficulties and 34 students with average reading abilities participated in the study, and all participants were native Korean students in Grade One. The results indicated significant differences between low-achievement and average-achievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification. (Contains 4 tables and 2 figures.) |
| doi_str_mv | 10.1007/BF03026471 |
| format | Article |
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The results indicated significant differences between low-achievement and average-achievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification. 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The results indicated significant differences between low-achievement and average-achievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification. (Contains 4 tables and 2 figures.)</description><subject>Correlation</subject><subject>Early Reading</subject><subject>Foreign Countries</subject><subject>Grade 1</subject><subject>Korea</subject><subject>Korean</subject><subject>Low Achievement</subject><subject>Measures (Individuals)</subject><subject>Phonological Awareness</subject><subject>Phonology</subject><subject>Reading Ability</subject><subject>Reading Achievement</subject><subject>Reading Difficulties</subject><subject>Reading Fluency</subject><subject>Urban Areas</subject><subject>Word Recognition</subject><issn>1598-1037</issn><issn>1876-407X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNpFkD1PwzAYhC0EEqWwMDN4Rgr4I4njsUBbPiKBUAe26I3zOjUKTmWnqrrzwykqKtOd9NzdcIRccnbDGVO3dzMmmchTxY_IiBcqT1KmPo53PtNFwplUp-Qsxk_Gcqm5HpHvxRLpO3YwuN7HpVvRGocNoqdvy973Xd86Ax2dbCCgxxgp-IZOIXTbXQsa51tq-0BnLsSBzgM0SF_6gOBpCb5dQ4u0RAgeQ6QbNywPrQdnrTPrbnAYz8mJhS7ixZ-OyWI2Xdw_JuXr_Ol-UiZGZGJIJBotc1ujFKquuVCZVjqXmZJNhg0HzbRgxtYZa2yeilqCro3JjWFFyhstx-RqP4vBmWoV3BeEbTV9Ljhnhdjh6z02oY8xoD1EOKt-363-35U_PnFtZQ</recordid><startdate>200712</startdate><enddate>200712</enddate><creator>Kim, Dongil</creator><creator>Kim, Woori</creator><creator>Lee, Kijyung</creator><general>Education Research Institute, Seoul National University</general><scope>AAYXX</scope><scope>CITATION</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>200712</creationdate><title>The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties</title><author>Kim, Dongil ; Kim, Woori ; Lee, Kijyung</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c252t-3ec936fbe327bb127597963573d5ed1a90920cfb50df642b3a9bcc6cc0841d93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Correlation</topic><topic>Early Reading</topic><topic>Foreign Countries</topic><topic>Grade 1</topic><topic>Korea</topic><topic>Korean</topic><topic>Low Achievement</topic><topic>Measures (Individuals)</topic><topic>Phonological Awareness</topic><topic>Phonology</topic><topic>Reading Ability</topic><topic>Reading Achievement</topic><topic>Reading Difficulties</topic><topic>Reading Fluency</topic><topic>Urban Areas</topic><topic>Word Recognition</topic><toplevel>online_resources</toplevel><creatorcontrib>Kim, Dongil</creatorcontrib><creatorcontrib>Kim, Woori</creatorcontrib><creatorcontrib>Lee, Kijyung</creatorcontrib><collection>CrossRef</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Asia Pacific education review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kim, Dongil</au><au>Kim, Woori</au><au>Lee, Kijyung</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ811082</ericid><atitle>The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties</atitle><jtitle>Asia Pacific education review</jtitle><date>2007-12</date><risdate>2007</risdate><volume>8</volume><issue>3</issue><spage>426</spage><epage>434</epage><pages>426-434</pages><issn>1598-1037</issn><eissn>1876-407X</eissn><abstract>This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievement groups. 27 students with reading difficulties and 34 students with average reading abilities participated in the study, and all participants were native Korean students in Grade One. The results indicated significant differences between low-achievement and average-achievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification. (Contains 4 tables and 2 figures.)</abstract><pub>Education Research Institute, Seoul National University</pub><doi>10.1007/BF03026471</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Asia Pacific education review, 2007-12, Vol.8 (3), p.426-434 |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery); SpringerLink Journals - AutoHoldings |
| subjects | Correlation Early Reading Foreign Countries Grade 1 Korea Korean Low Achievement Measures (Individuals) Phonological Awareness Phonology Reading Ability Reading Achievement Reading Difficulties Reading Fluency Urban Areas Word Recognition |
| title | The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties |
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