The purpose of this study is to investigate whether or not the use of video can have a positive effect on satisfaction, empathy, and learning achievement in problem-based instruction among Korean college students majoring in education. To achieve this purpose, this study compared the findings from three dependent variables in problem-based video instruction with those in problem-based text instruction. The results indicate that there were statistically significant differences in learner satisfaction, empathy, and learning achievement between students who received problem-based video instruction and students who received problem-based text instruction. Consequently, the findings of this study imply that video can be an effective medium to present authentic situations in order to enhance student satisfaction, empathy, and learning achievement in problem-based instruction. This study might be significant in expanding the potential use of problembased video instruction and in establishing an example of problem-based video instruction for Korean college students majoring in education.

Objectives: Previous research has emphasized the effectiveness of phonics approach. In order to construct an effective phonics intervention, teachers need to understand the developmental sequence of spelling features that students acquire as they mature. This study aims to identify the principal linguistic constructs that consist words that primary students learn and to understand the developmental progression of phonological and morphological spelling features. Methods: One hundred and forty-seven students in grade 1 to 3 at two elementary schools in Gyeonggi Province participated in this study. A spelling test which was designed to examine 14 different spelling features was administered to the students. Principal component analysis was conducted to classify those 14 features into principal feature groups, and ANOVA test was applied in order to observe the developmental progression of spelling feature groups in three different grades. Results: The observed spelling features were divided into two groups, namely phonological features and morphological features. Phonological features were developed more rapidly than morphological features and some phonological features seemed to be mastered by the first grade. Conclusion: When a teacher develops a phonics program for students in primary grade, they need to ensure the students' spelling acquisition of phonological features before teaching morphological features. It was suggested that the development of spelling vowel features needs to be investigated in future investigation.

This study investigated predictors of word reading and spelling in first grade children with dyslexia. Methods: Twenty-four first graders with dyslexia participated in the study. In order to measure the children's reading and spelling abilities, a word decoding test, word recognition test, and spelling test were conducted. Other early literacy skills, including letter knowledge, phonological awareness, morphological awareness, orthographic awareness, rapid naming, working memory, and vocabulary were measured as predictors of reading and spelling abilities. Multiple regression and Markov Chain Monte Carlo (MCMC) analyses were performed to explore predictors of the children's word reading and spelling abilities. Results: The results of the regression analyses showed that the children's rapid naming score was the only significant predictor of decoding skill. For word recognition, letter knowledge was the only significant predictor among early literacy skills. Letter knowledge was also the only significant predictor of spelling ability as well. Because letter knowledge was found to be an important predictor of young dyslexic children's reading and spelling abilities, post-hoc analyses was performed. From the post-hoc analyses, it was revealed that letter name knowledge was an important contributor to word recognition skill, and that letter sound knowledge was an important contributor to spelling skill. Conclusion: The results of this study suggest that letter knowledge is a critical element for reading and spelling development in young children with dyslexia. In particular, letter names need to be taught explicitly to student who experience difficulty in reading words, and letter sounds need to be taught explicitly to students who have difficulty in spelling.

Objectives:This study aimed to find differences in spelling strategies between students with and without spelling difficulties by identifying differences in the orthographic logic of the two groups. Methods: Two hundred seventy-six elementary students in grade 1 and 2 were administered a spelling test. A series of chi-square tests were conducted to identify relationships between the spelling difficulties and the spelling error patterns in terms of the manner and the place of articulation of target features. The Mann-Whiteney U nonparametric test was applied to identify spelling error patterns within the groups. Results: First, there was a significant correlation between group membership and spelling error patterns in terms of the manner of articulation. Students without spelling difficulties made more substitution errors to letters sharing the same manner of articulation than letters not sharing the manner of articulation. There was no such substitutional pattern found among students with spelling difficulties in terms of the manner of articulation. Second, a correlation was found between group membership and the spelling error patterns in terms of the place of articulation when spelling final consonants. Both groups made more substitution errors with different places of articulation. Conclusion: Students without spelling difficulties applied spelling strategies related to the manner of articulation of target features. Spelling strategies regarding the place of articulation of phonemes were found in neither of the groups. These results display that there is a difference in the orthographic logic behind the spelling strategies between students with and without spelling difficulties.

No abstract