Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study

Park, Hyun-Rin; Uno, Akira

doi:10.1002/dys.1500

Cited by 15 publications

(17 citation statements)

References 61 publications

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“…In yet another study done on an orthographically distinct Korean Hangul language, that shows the typological combination of alphabetic and syllabic orthographies, children from Grade 1 to 4 were tested on reading-related tasks and their cognitive skills. Phoneme awareness was seen to be the most important predictor of reading accuracy (words as well as for non-words) in Grade 1 and 2, but in Grade 3 and 4, it got replaced by receptive vocabulary (Park & Uno, 2015). On the other hand, fluency of reading was best predicted by naming speed and receptive vocabulary but not by phoneme awareness.…”

Section: Introductionmentioning

confidence: 82%

Reading alphasyllabic hindi: contributions from phonological and orthographic domains

Khan

Bajre

2018

Psychology of Language and Communication

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Phonological and orthographic processing are important cognitive skills required in reading. The present study attempts to investigate the role of phonological processing and orthographic knowledge, in reading alphasyllabic Hindi orthography. The sample constituted 65 children from Grade 4. The result of hierarchical multiple regression indicated that the variance in reading fluency was significantly explained by phonological processing and orthographic knowledge measured through the tasks of rapid automatized naming, syllable deletion and dictation. The variance in reading accuracy was significantly explained only by orthographic knowledge measured through a dictation task. Phonological short-term memory showed significant correlations with all the reading measures but was non-significant in explaining the unique variance in reading. The limitation of the study and suggestions for future research is discussed.

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Section: Introductionmentioning

confidence: 82%

Reading alphasyllabic hindi: contributions from phonological and orthographic domains

Khan

Bajre

2018

Psychology of Language and Communication

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“…Other research examined the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1-4. Park and Uno [36] found that the contribution of phonological awareness to Hangul reading accuracy appears to occur only during the first 2 years of schooling, and RAN speed significantly predicted word-reading accuracy only in Grade 1. Further, the results of path analysis revealed that receptive vocabulary contributed exclusively and substantially to Hangul word-reading accuracy in Grades 1-4.…”

Section: A Review Of International Studies and Phonological Processinmentioning

confidence: 99%

“…There are 24 graphemes, 14 are consonants and 10 are basic vowels. Hangul graphemes consistently represent sounds with a one-to-one correspondence and are combined in a limited number of patterns [36]. In a study using Hangul, researchers investigated the association of RAN and regular/irregular words in 4-and 5-yearold Korean children and found that RAN was uniquely associated with reading ability of both regular and irregular words [37].…”

Section: A Review Of International Studies and Phonological Processinmentioning

confidence: 99%

The Neurobiological Development of Reading Fluency

Koen¹

2019

Neurodevelopment and Neurodevelopmental Disease [Working Title]

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This chapter offers an extensive review of current and foundational research literature on the neurodevelopment of dyslexia and reading fluency worldwide. The impact of different languages and their orthographies on the acquisition of phonological analysis and orthographical features by beginning readers is explored. Contributions from the Psycholinguistic Grain Size Theory and new assessments, i.e. rapid automatized naming, have focused and advanced the understanding of slow phonological and visual processing skills. Recently, the development of new definitions of fluency has led to a proposed continuum of automatized decoding and processing skills required for students of English. Computer technology has enhanced the use of visual hemisphere-specific stimulation to affect the neurodevelopment of efficient word retrieval pathways and to increase reading speed. Processes for subtyping students based on reading behaviors and then stimulating a particular hemisphere of the brain with the fast presentation of words and phrases have been found to change levels of activation in key brain locations and increase the fluent processing of connected text. Newer technologies such as diffusion tensor imaging, while somewhat suspect, may provide the evidence that ultimately will document the changes in communication between regions of interest regulating the automaticity of brain functions in reading.

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“…Several studies have shown that phonological awareness (PA) is an important component for learning how to associate sounds with letters, but its reliability as a predictor of reading skills can vary (e.g. Caravolas et al, 2012;Georgiou, Torppa, Manolitsis, Lyytinen, & Parrila, 2012;Moll et al, 2014;Park & Uno, 2015;Wimmer, Mayringer, & Landerl, 2000). For example, Ziegler et al (2010) studied predictors of second graders' reading skills in Finnish, Hungarian, Dutch, Portuguese, and French, and found that PA was the strongest significant predictor of reading accuracy and fluency across all orthographies except Finnish.…”

Section: Cognitive Predictors Of Reading Development Among Different Orthographiesmentioning

confidence: 99%

Predictors of Reading Skills at the First and Second Grade: The Role of Orthography

et al. 2020

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We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade was best predicted by letter-sound-connection, as found in other transparent orthographies. In Italy and Finland also phoneme blending, a demanding phoneme awareness skill, was a good predictor. Surprisingly, in Germany initial phoneme identification which is a basic phone awareness skill, and mother's occupation predicted first grade reading. At second grade in Finland and Germany the strongest predictors of word reading were rapid naming, in Finland also short-term-memory and in Germany and Italy reading level at the first grade.Results indicate that both orthographical and educational differences in the three countries can account for different predictors in reading.

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Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study

Cited by 15 publications

References 61 publications

Reading alphasyllabic hindi: contributions from phonological and orthographic domains

Reading alphasyllabic hindi: contributions from phonological and orthographic domains

The Neurobiological Development of Reading Fluency

Predictors of Reading Skills at the First and Second Grade: The Role of Orthography

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