Developmental Characteristics of Spelling Ability of Kindergarten to 3rd Grade Children

Objectives: This study compared 3rd and 4th grade students with dyslexia with typically developing children who were matched according to decoding ability, confirmed the characteristics of students with dyslexia according to reading and writing tasks the phonological change, and analyzed the types of errors.Methods: 12 students with dyslexia in the 3rd and 4th grade of elementary school who scored between 70 and 90 points in the KOLRA decoding standard score, and 12 typically developing children whose decoding raw score was ± 5 points of the students with dyslexia were asked to read and write sentences in which phonological changes occured.Results: First, there was no significant difference in reading and writing accuracy between the two groups, and the two groups had significantly lower writing accuracy compared with reading. Second, the interaction effect between task type and phonological change was confirmed. Third, in the reading task, the two groups both showed the most errors in the phonological change error type ①, and students with dyslexia had a higher rate of semantical errors than typically developing children. In the writing task, students with dyslexia showed a higher number of phonological change errors ① than typically developing children, those being the most common type of errors in students with dyslexia.Conclusion: This study confirmed that typically developing children and students with dyslexia with similar decoding abilities show similar developmental patterns; and by analyzing the types of errors in students with dyslexia, an intervention plan for students with dyslexia that focuses on phonological change rules can be established.

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Phonological Change Error Patterns according to Type of Tasks (Reading, Writing) of Students with Dyslexia

Jeon¹,

Kang²,

Yeon³

2023

“…https://doi.org/10.12963/csd.23962 256 https://www.e-csd.org Youngun Lee, et al • The Effects of Morphological Awareness-based Intervention Program on 발달에 중요하다 (Jung, 2019). 학령기 아동의 철자쓰기 능력은 이 후 작문쓰기 능력을 예측할 수 있는 중요한 변인이며 (Graham, Berninger, Abbott, Abbott, & Whitaker, 1997) 철자쓰기에 빈번한 오류가 나타나면 작문 능력에서 필요로 하는 상위 쓰기 기술로 나 아가는데 방해가 된다 (Graham, 1999;MacArthur & Graham, 1987).…”

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The Effects of a Morphological Awareness-based Intervention Program on Spelling for School-aged Children with Spelling Difficulties

Lee¹,

Kyunghee²

2023

Self Cite

Objectives: The purpose of this study was to investigate the effects of a spelling intervention program based on morphological awareness on school-age children’s spelling and morphological awareness abilities. Methods: A total of 3 children with spelling difficulties in 3rd to 4th grade were selected. A dictation test tool was applied, focusing on words with aspirated consonants and ‘ㅎ’ (/h/) deletion; and consisting of single words, compound words, and derivative words. A multi-intermittent baseline design methodology including pre-, post-, and maintenance procedures was applied, and the intervention period was 2-3 times a week for 5-6 weeks, for a total of 16 sessions. Results: First, it was found that the spelling intervention effect focusing on aspirated and ‘ㅎ’ deletion of children with spelling difficulties based on morphological awareness ability resulted in improved performance compared to the baseline and was maintained 2 weeks after the intervention. Second, as a result of the spelling intervention based on morphological awareness ability, it was found that the morphological awareness ability of children with poor writing skills improved compared to the baseline and was maintained even 2 weeks after the intervention. Conclusion: The results of this study suggest that morphological awareness-based spelling interventions can be used for evidence-based spelling education for children with spelling difficulties.

“…국내에서는 읽기부진 학생보다 쓰기부진 학생의 비율이 더 높다 고 보고된 바 있다 (Jung, 2019;Rubin, 1988). 형태인식 중재는 크게 두 가지로 분류할 수 있는데 (Hebert et al, 2018), 첫째는 철자와 발음에 중점을 두고 접사의 철자와 의미를 모두 가르치는 방법이고 (Darch, Kim, Johnson, & James, 2000;Kirk & Gillon, 2009;Shippen, Reilly, & Dunn, 2008;Vadasy, Sanders, & Peyton, 2006;Vaughn et al, 2010) (Archer, Gleason, & Vachon, 2003;O'Connor, Beach, Sanchez, Bocian, & Flynn, 2015 (Apel, Diehm, & Apel, 2013;Deacon & Bryant, 2005;Devonshire & Fluck, 2010;Henry, 1989;Nunes & Bryant, 2006;Nunes, Bryant, & Losson, 2003).…”

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The Effect of Intervention Using a Gamification-Based Morphological Approach on the Writing Skills of Children with Poor Writing Skills

Kim¹,

Lee²,

Hong³

et al. 2021

This study aimed to examine the effects of an intervention using the gamification-based morphological approach on the abilities of writing letter-sound non correspondences in children with poor writing skills. Methods: In this study, a multi-probe design was used to verify the effect of intervention. The subjects were three children with poor writing skills (grade 2-3). Their writing skills were examined through tests of treated and untreated graphemes (eojeols) in the baseline, intervention, and maintenance phases. In this study, we applied the morphological approach that helps students to write the letter-sound noncorrespondences through a game. Additionally, we provided instruction that helps them to learn the morphological knowledge and phonological rules. Each student was trained twice a week for 10-14 sessions. Results: All students were found to have high improvements in the letter-sound non correspondences eojeols. In the generalization phrase, all students showed improvements. In the maintenance phase, all students were found to have a similar effect size. Conclusion: First, gamification-based morphological approach on writing skills promote awareness of morphological knowledge in children with poor writing, and have a positive effect on letter-sound non correspondences eojeols. Additionally, training in applying morphological knowledge promotes children's writing skills that remain in the early stages of writing development. Second, gamification-based intervention can elicit interest and motivation in children with poor writing and can be repeatedly trained.