Articulatory Information for Spelling Strategies

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The current study was designed to develop a diagnostic instrument to test children's developmental level of phonetic spelling ability, which can also be used to identify students with spelling disabilities. Methods: The Korean Developmental Spelling Assessment-Nonword (KDSA-NW) was developed based on a review of previous research and three pilot studies. Items of KDSA-NW were constructed with seven spelling features: principal vowels, initial consonants, final consonants, aspirated consonants, tense consonants, Y glides, and W glides. The 30 finalized items of KDSA-NW were two syllable nonwords of CVC-CVC. KDSA-NW was standardized across 779 students in grades 1-3 and its reliability and validity of KDSA-NW were estimated. Results: The Cronbach's alpha coefficient and split-half correlation revealed that KDSA-NW was a highly reliable measure. The content validity scores were satisfactory, proving the items were appropriate to test the phonetic spelling ability of elementary students. The normed chi-square, RMSEA, and SRMR results of principal component analysis demonstrated that the construction of KDSA-NW was solid. The high correlation between the KDSA-NW score and the KDSA phonological spelling feature test revealed that the concurrent validity of KDSA-NW was appropriate. Conclusion: The results of the study showed that KDSA-NW is a reliable and valid assessment to test the phonetic spelling ability of students in grades 1-3.

Section: 예비문항 개발과 선정unclassified

Developing Nonword Spelling Assessment for Elementary Students

Kim¹,

Yang²

2017

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“…단순 쓰기 모델(simple view of writing)에 따르면 쓰기 능력은 철 자 쓰기, 글자 쓰기, 작문으로 구성된다 (Berninger, Cartwright, Yates, Swanson & Abbott, 1994 (Apel & Masterson, 2001;Berninger et al, 2006 (Berninger et al, 2006). 따라서 최근 연구들에서 이러한 상위언 어능력의 형태 인식이 읽기와 쓰기를 예측하는 요인이라고 하였다 (Han & Kim, 2018;Jung, 2019 (Yang, 2009), 자소-음소 불일치형에 대해서는 어려움을 보이며 이후 초등 저학년이 되어서도 마지막 단계인 형태 전략 사용에 어려움이 있다고 하였다 (Han & Jung, 2018 (Kim, Gatlin, Al Otaiba & Wanzek, 2018;Koutsoftas, 2016;Sumner, Connelly & Barnett, 2016 Yoo, 2008 (Han & Jung, 2018;Jung, 2019;Kim & Yang, 2015;Kim, 2016 (Han & Jung 2018;Yang, 2009;Yang et al, 2017 (Kim, 2016;Yang, 2014). Henderson (1990)…”

unclassified

Developmental Characteristics of Spelling Ability according to the Types of Linguistic Units (Word/Sentence) for Lower Grade Elementary School Children

Ko¹,

Shin²,

Kim³

2020

This work is based on the master's thesis of the first author. Objectives:The purpose of this study was to examine the accuracy of spelling and types of errors through grade-level word and sentence dictation tasks for general children in lower grade elementary school (grades 1-3). Methods: The subjects of this study were 60 TD children in grades 1 to 3 (20 students in each grade) from elementary schools. The spelling test was constructed to include words implemented in word-level tasks at the sentence level based on textbooks revised in 2017 and 2018 that were being used in grades 1 to 3 used in actual school sites. Results: First, The spelling accuracy at the word level was significantly lower than the whole word segment accuracy at the sentence level. There was no significant difference between task types in the accuracy at the word level and the target word for the sentence level. Second, All grades showed orthographic errors, morphological errors, and phonological errors. When analyzed according to task types, the error level was similar at the word and sentence level in the order of orthographic errors, morphological errors, and phonological errors. Conclusion: Spelling ability is active in the lower grade of elementary school, confirming that it is an important ability to develop during this period. Therefore, if writing grade characteristics are considered in the evaluation and setting of intervention goals for children who have difficulty spelling, this suggests that a positive writing instruction is achieved.

“…또한 음운산출에 이상이 없을 경우에도 음운처리의 '기저' 결함을 지속적으로 가지고 있으며, 이러한 결함은 읽기학습에 중요 한 영향을 끼친다 (Liberman & Liberman, 1990). Scott (2004) (Jung, 2014;Kim, & Jung, 2015a, 2015b (Kim & Yang, 2015). 본 연구에서도 선행연구 (Kim, 2009) Values are presented as mean (SD).…”

unclassified

Spelling Characteristics of Early Grade Elementary School Children with Language Learning Disabilities

Han¹,

Jung²

2018

This work is based on a part of the first author's master's thesis from Yongin University.Objectives: The purpose of this study is to identify differences in spelling performances between children with language-learning disabilities and typical developing children from first grade to third grade in elementary school, compared in parallel, by spelling rules and phonological rules. Methods: A total of 20 students from 1st to 3rd grade participated in this study. Research tools were composed of four different types of assignments based on different spelling types, which were dictation based assessments selected upon four different phonological rules. Results: First, there were significant differences between children with language-learning disabilities and typical developing children by spelling type. Also, there were significant interactions between groups and spelling type. Second, significant differences were observed between children with language-learning disabilities and typical developing children by phonological rules. There were no interaction effects between groups and spelling type. Third, children with language-learning disabilities made more errors than typical developing children in phonological processing and orthographic processing, whereas the difference between the two groups in morphological processing errors was no significant. Conclusion: The difference in spelling performance by spelling type and phonological rules suggest that we must take spelling types and phonological rules into account when teaching spelling skills to children with language-learning disabilities. In particular, differences in the number of morphemes observed in spelling performances imply that we must consider incorporating morpheme developing disciplines when teaching in spelling skills. Song-I Han, et al. • Spelling of School-Aged Children with LLD 한 예측변인을 살펴본 결과 어휘, 표기인식, 형태인식, 자음소리, 단 어인지는 철자능력과 관련된 예측변인에 포함되며, 어휘, 형태인식, 작동기억, 듣기이해, 읽기이해, 철자는 작문능력의 예측변인으로 나타났다. Jo, Kim과 Jeong (2006)은 음운인식과 단어읽기가 유아 의 쓰기능력과 유의한 상관이 있으며, 무의미 단어읽기, 음소인식 순으로 쓰기능력 점수를 예측해준다고 보고하였다. 또한 철자쓰기에 영향을 미치는 주요 변인으로 철자지식과 자 소-음소 대응규칙에 대한 지식을 들 수 있는데, 이 중 철자인식 혹 은 철자지식(orthographic knowledge)은 우리 기억 속에 저장된 구 어를 문어의 형식으로 표현하는 패턴이나 방법에 대한 정보를 의미 한다(Apel, 2011). Chung (2015)은 철자지식이 뚜렷하게 발달한 아 동은 철자에 의식적으로 주의를 기울이지 않아도 좀 더 복잡한 문 장이나 작문에 몰입할 수 있다고 하였으며, 불완전하게 형성된 철 자의 표상을 수정하거나 더 정확하게 쓰기 위해서는 음운, 형태 그 리고 철자패턴에 관한 지식이 형성되어야 한다고 하였다. 이 중 영어권 연구에서는 철자쓰기 발달을 일반적으로 소리 또 는 음운처리 단계, 패턴 또는 표기처리 단계, 의미 또는 형태처리 단 계로 나누어 설명하고 있다(Henderson, 1990). 음운처리 단계에서 아동은 단어의 소리와 글자 또는 낱자를 연결시켜 철자하고, 패턴 또는 표기처리 단계에서는 모든 단어가 자소-음소 대응관계를 통 해 철자되지 않음을 인식하고 위치에 따라 철자되는 원리를 적용하 고 이해하게 된다. 마지막으로 의미 또는 형태처리 단계에서는 의미 를 지닌 단어부분은 발음이 바뀌어도 철자는 변하지 않는다는 것 을 인식하고 적용한다(Adams, 1990; Henderson, 1990). 반면 우리 나라 연구에서 Kim (2009)은 한글이 자소-음소 일대일 대응을 원 칙으로 하지만, 하나의 뜻을 나타내는 글자의 형태가 단어 내에서 위치에 따라 다르게 발음되는 경우가 많은 것이 특징이라고 하였 다. 이로써 외국의 선행연구에서 제시한 철자발달 단계가 한글에 서도 비슷한 패턴을 보인다는 것을 알 수 있다. 그러나 한글의 경우 에는 음운규칙이 적용되는 단어가 상당히 많기 때문에 음운규칙 별 발달패턴을 포함해서 살펴볼 필요가 있다. Yang (2014)은 초등 학교 저학년을 대상으로 철자발달 특성을 연구한 결과 철자유형...