Morphological Awareness of 1st to 3rd Grade School-Aged Children from Multicultural Families

Objectives: The purpose of this study was to investigate characteristics of writing ability and writing related variables such as executive functioning (syntactic ability, sentence construction, planning ability) and working memory. Additionally, this study tried to find out the variables that can discriminate between the four groups.Methods: Fourteen 1st to 2nd graders in each group (dyslexia (DY), dyslexia with language difficulty (LRD), language difficulty without dyslexia (LD), and typical development (TD)) participated in four writing tasks and four writing related tasks.Results: First, there were three performance groups in word writing and sentence writing (TD > LD > DY = LRD), while there were two different groups were observed in short text writing and handwriting (TD = LD > DY = LRD). Secondly, there were three performance groups in syntactic skills and sentence construction (TD> DY> LD= LRD) and in planning skills (TD> DY= LD> LRD), while there were two performance groups in copying (TD= LD> DY= LRD). Thirdly, discriminant analysis showed a 94.6% hit ratio; and word writing, syntactic ability, sentence construction, and sentence writing were good discriminators for the four groups.Conclusion: This study was meaningful in including four groups of children considering language and decoding abilities. For 1st to 2nd graders, sentence writing and word writing assessment and intervention considering executive functions seem to play the key role for each student’s school adaptation with language and/or reading difficulties.

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Writing Skills in 1st to 2nd Graders with Language Difficulties, Typical Development, and Dyslexia with/without Language Difficulties

Jang¹,

Soyeong²

2023

“…Kyunghee Jung • Morphological Awareness of children with Vocabulary Development Delay 연구자들의 관심이 늘어나고 있지만 외국의 연구들과 달리 국내에 서 형태소인식능력을 읽기 및 어휘능력과 관련하여 탐구한 연구는 많지 않은 실정이다. 읽기학습 부진아동이나 다문화가정아동이 형 태소인식의 어려움이 있음을 보고한 연구(Kim, E., & Jung, 2015;Kim, S., & Jung, 2015)가 보고 되었으나 어휘능력과 관련하여 살펴 본 연구는 부족하다. 어휘능력과 관련해서 형태소인식능력을 살펴 본 최근 연구로는 초등 1, 2학년 아동을 어휘 수준에 따라 하위, 중 위, 상위 어휘 집단으로 나눠 형태소인식능력이 차이가 나는지를 살펴본 Chung (2017)은 하위와 상위 어휘 집단 간 유의한 차이가 있음을 보고하였다.…”

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Morphological Awareness of 3rd Grade School-Aged Children at Risk of Vocabulary Development

Kyunghee¹

2020

This study aimed to examine the morphological awareness of school-age children in relation to the level of vocabulary development. Methods: The subjects of the study were 14 children in the at risk group of vocabulary development delay in the 3rd grade of elementary school, and 14 children who matched these children in chronological age and vocabulary level. A total of 42 children participated in the study. This studu used the task of morphological awareness developed based on the previous research, considering the type of words (cmpound and derivative) and transparency. Results: The results of the study are as follows: First, the total score of morphological awareness was significantly different between the three groups. There was no difference between the at-risk group and the children's group who were matched at the vocabulary level, but there was a significant difference between the groups with different vocabulary levels. Second, all three groups had low ability to perform tasks on derivatives. There was no significant difference between the vocabulary level matching group and the children in the vocabulary development delay group in the compound language task, but there was a significant difference in the derivative tasks. Third, there was a significant difference between the groups according to the transparency. The difference between the age-matched group and the other two groups was significant and the difference between the at-risk group and the vocabulary level match group was not significant. Conclusion: This result was suggested that the relationship with morphological awareness in early vocabulary evaluation and intervention should be considered.

“…https://doi.org/10.12963/csd.19617 368 http://www.e-csd.org (Choi & Hong, 2012), 동음이의어 (Jang, Jeong, & Hwang, 2014), 연어 (Jo, Hwang, & Jeong, 2018) 및 전제의 미추론 (Hwang, Hwang, & Lim, 2019)과 같이 깊이 있는 언어지식 을 요하는 과제나 시제 및 문법형태소 (Choi, 2011;Kim, 2012;Song & Kim, 2011), 형태인식 (Kim & Jung, 2015) (Carlisle, 1995). 형 태인식은 기본형의 단어에 다른 단어의 어근, 혹은 접사나 어미를 결합하는 과정을 익힌 후 이를 적용하여 익숙하지 않은 단어의 의 미와 발음을 유추 및 조작하는 과제를 사용해 평가할 수 있다 (Green, 2009;Kim & Jung, 2015). 굴절어 및 파생어 형태인식의 징후는 학 령전기부터 나타나나 아동이 언어의 형식과 의미의 복잡한 관계에 대해 이해하기 시작하는 초등학교 시기부터 구체적이고 본격적으 로 형태소 조작과 활용에 관한 인식이 발달하게 된다 (Anglin, 1993;Carlisle, 2000;Chung, 2016).…”

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Morphological Awareness of Connective Endings in 1st through 4th Grade Children with and without Language Delay from Culturally Diverse Families

Shim¹,

Chung²

2019

This article is based on a data from the first author's master's thesis. Objectives: Culturally diverse family in Korea usually refers to a family consisting of a married Korean citizen and a foreign spouse. Despite the rapid increase of culturally diverse families and acknowledgement of the limited linguistic stimuli for children in those populations, few studies have demonstrated proper research evidence for evaluation and intervention in various language-related areas. Morphological awareness has been recognized as a critical metalinguistic skill relevant to vocabulary acquisition and literacy development. The purpose of this study was to investigate the relation of linguistic competence to morphological awareness of connective endings, one of the unique bound morphemes in Korean, in school-aged Korean-speaking children. Methods: The participants were 38 lower grade children (1st and 2nd grade) and 40 upper grade children (3rd and 4th grade) from three groups: typical children from non-culturally diverse families (TND), typical children from culturally diverse families (TCD) which are language-matched with TND, and language impaired children from culturally diverse families (LCD). Results: The results showed that the significant difference of morphological awareness appeared between TCD and TND in lower grades, but was not found in upper grades. LCD, however, consistently performed lower than TND on the morphological awareness test in both grade levels. Although positive growth in morphological awareness across grades appeared in each of the three groups, LCD remained far below TCD and TND. Conclusion: The study findings revealed that cultural background made a contribution to morphological awareness during the initial period of school years, but longitudinal associations between morphological awareness and linguistic competence lasted even through the late school years.