Morphological Awareness and Reading Ability of School-Aged Children from Grades 1 to 3

It has been known that Korean preschoolers are actively engaged in reading and writing development. The purpose of this study was to examine the extent of Korean children's word reading and word writing abilities by phonological, orthographic, and morpho-semantic abilities. Methods: Seventy 5-to 6-year-old children were participants of this study and their average of IQ score was 100. Each child read and wrote 14 two-syllable words and 14 two-syllable nonsense words and the accuracy was scored at grapheme level. Phonological processing abilities were measured by phonological awareness (PA), rapid automized naming (RAN), phonological memory (PM); whereas letter knowledge (LK) and copying skills were measured for orthographic abilities, and morphological awareness (MA), vocabulary, story grammar recalling for morpho-semantic abilities. Multiple regression analyses were performed with SPSS 23.0. Results: LK, RAN, PM, and MA explained 57.2 percent of word reading while LK, RAN, PM, and copying explained 65.1 percent of nonsense word reading. LK, copying, MA explained 66.7 percent of word writing while copying, PA, and LK explained 59.1 percent of nonsense word writing. Conclusion: Given that RAN and PM explained word and nonsense word reading, and PA explained nonsense word writing, phonological processing abilities seemed to be involved in early literacy actively. Korean children seemed to be in partial to full alphabetic stage before formal elementary education. Most interestingly, the dual-route word reading model differentiating lexical and non-lexical route could be applied to Korean children's early reading development. Further studies are needed to explore early identification of developmental dyslexia from the kindergarten level.

Section: 이중경로모형(Dualunclassified

Predicting Word Reading and Word Writing of Kindergarteners with Phonology, Orthography, Morpho-semantics

Won¹,

Jang²,

Lee³

et al. 2020

“…어휘나 문법 및 구문지식을 토대로 한 문장이해, 문장 산출 능력 은 기본적인 언어 능력으로써 읽기이해에 필수적이다. 최근에는 성 공적인 읽기이해를 위해 일반적인 이해와 표현뿐 아니라 상위언어 능력(metalinguistic skill)의 중요성도 강조하고 있다 (Jung, 2014;Nation, Clarke, Marshall, & Durand, 2004;Roman, Kirby, Parrila, Wade-Woolley, & Deacon, 2009;Wolter & D'zatco, 2009) (Cain, 2010). 형태인식 (morphological awareness)능력은 단어를 구성하는 가장 작고 기 본적인 문법단위인 형태소의 구조를 의식적으로 인식하고 그 구조 를 파악하여 조작할 수 있는 능력이다 (Tong, Deacon, & Cain, 2014).…”

unclassified

Oral Language Abilities in Children with Dyslexia and Poor Comprehension in Grades 3–6

Yoon¹

2022

Objectives: This study investigated receptive vocabulary and morphosyntactic skills of children with dyslexia, poor comprehension, and typically developing children in grade 3 to 6. Methods: A total of 45 children with dyslexia, poor comprehension, and typically developing children participated. In order to qualify for each group, children with dyslexia scored below 85 on the word decoding test, and poor comprehenders scored below 85 on the reading comprehension, but scored above 90 on decoding test. Typically developing children scored a standard score of 90 on both decoding and reading comprehension. All children were administered a receptive vocabulary, sentence comprehension, sentence repetition, morphological awareness, and syntactic awareness tasks. Results: The results showed that there were significant differences in all language tasks. Poor comprehenders scored the lowest on all tasks, followed by children with dyslexia. In the results receptive vocabulary task, there were differences between all three groups; and poor comprehenders performed lower than children with dyslexia and typically developing children on sentence comprehension. In the sentence repetition task, children with poor reading comprehension and dyslexia showed lower performance than typically developing children. Additionally, there were only differences between poor comprehenders and typically developing children in the morphological and syntactic awareness tasks. Conclusion: Poor comprehenders showed difficulties in vocabulary and morphosyntax, and children with dyslexia exhibited weakness of vocabulary and sentence repetitions that require linguistic knowledge and phonological memory. Their weakness of oral language may negatively influence reading development.

“…형태소 인식은 어휘의 형태적 구조와 그 구조를 파악하고 조작할 수 있는 상위언어적 인식으로, 이는 청소년기까지 발달이 지속된다 (Carlisle, 2010). 한국어의 형태론적 구조 중 어근과 어근의 결합인 합성어와 어근과 접사의 결합인 파생어는 두 개의 형태소로 이루어 진 복합어로, 이러한 형태소의 인식 능력은 어휘 내 형태소의 분리 와 합성을 통해 어휘 생성의 원리를 이해하고 새로운 어휘를 해석 하는 데 도움을 준다 (Jung, 2014). 단어의 구성 요소인 형태소에 대 한 지식이 향상되면 더욱 빠르게 단어를 인지하게 되고, 효율적인 단어읽기를 통해 어휘력 신장과 더 나아가 글에 대한 이해도 촉진 할 수 있다 (Kim & Chung, 2017).…”

unclassified

The Effects of Vocabulary Intervention Based on Morphological Awareness on the Vocabulary Ability of Elementary School Students with Reading Disabilities

Kim¹,

Kim²

2022

Objectives: The purpose of this study was to investigate the effects of vocabulary intervention based on morphological awareness on the vocabulary ability of elementary school students with reading disabilities. Methods: A multiple baseline probe design across participants was used to verify the effects of the intervention. The subjects were three elementary school students with reading disabilities (two 3rd graders and one 4th grader). Vocabulary tests at the word level and sentence/paragraph level were conducted at the baseline, intervention, and maintenance phases. The vocabulary intervention based on morphological awareness consisted of 18 sessions (40-50 minutes for a session, 3 sessions per week) and five stages each session. Results: All subjects improved their vocabulary ability in both the word level and the sentence/paragraph level. Furthermore, the vocabulary scores of the subjects during the maintenance phase were close to the scores of the intervention phase. Conclusion: This study shows that vocabulary intervention based on morphological awareness is effective for improving the vocabulary ability of elementary school students with reading disabilities. Understanding the morphological structure of vocabulary helps learners with reading disabilities to improve some quantitative and qualitative growth of vocabulary and also has positive effects on the ability to read and understand texts.