The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties

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• 作者：Dongil Kim (1)
  Woori Kim (2)
  Kijyung Lee (3)
  
• 关键词：phonological awareness ; early reading ; word recognition ; reading fluency ; low achievement
• 刊名：Asia Pacific Education Review
• 出版年：2007
• 出版时间：December 2007
• 年：2007
• 卷：8
• 期：3
• 页码：426-434
• 全文大小：325KB
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• 作者单位：Dongil Kim (1)
  Woori Kim (2)
  Kijyung Lee (3)
  
  1. Department of Education, Seoul National University, Korea
  2. Department of Special Education, University of Texas at Austin, College of Education SZB228, 1 University Station D4900, 78712-0365, Austin, Texas, USA
  3. Department of Education, Seoul National University, Korea
  

文摘

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 averageachievement 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.