Predicting Word Reading and Spelling in First Graders with Dyslexia

Abstract

This study investigated predictors of word reading and spelling in first grade children with dyslexia. Methods: Twenty-four first graders with dyslexia participated in the study. In order to measure the children's reading and spelling abilities, a word decoding test, word recognition test, and spelling test were conducted. Other early literacy skills, including letter knowledge, phonological awareness, morphological awareness, orthographic awareness, rapid naming, working memory, and vocabulary were measured as predictors of reading and spelling abilities. Multiple regression and Markov Chain Monte Carlo (MCMC) analyses were performed to explore predictors of the children's word reading and spelling abilities. Results: The results of the regression analyses showed that the children's rapid naming score was the only significant predictor of decoding skill. For word recognition, letter knowledge was the only significant predictor among early literacy skills. Letter knowledge was also the only significant predictor of spelling ability as well. Because letter knowledge was found to be an important predictor of young dyslexic children's reading and spelling abilities, post-hoc analyses was performed. From the post-hoc analyses, it was revealed that letter name knowledge was an important contributor to word recognition skill, and that letter sound knowledge was an important contributor to spelling skill. Conclusion: The results of this study suggest that letter knowledge is a critical element for reading and spelling development in young children with dyslexia. In particular, letter names need to be taught explicitly to student who experience difficulty in reading words, and letter sounds need to be taught explicitly to students who have difficulty in spelling.

Predicting Reading Fluency Groups Using Decision Trees in 6-Year-Old Children: Focusing on Language, Early Literacy, Speech Sound Ability, Gender, Age, and SES

“…읽기발달에 있어 개인차 변수에 대한 개념 모델을 살펴보면 읽기발 달은 기본, 확장, 그리고 맥락관련 변수들이 3가지 단계로 이루어져 서 변수들 간의 상호작용에 의해 발달한다고 보고 있다 (Loughlin & Alexander, 2016) (Figure 1). 기본 1단계(Tier 1) 변수에는 지각 (Gibson, 1994;Peirce, 1955), 주의 (Wertheimer, 1923), 기억 (Baddeley, 2003), 변별 (Peirce, 1955), 메타인지 (Veenman, 2011), 관계적 사고 (Dumas, Alexander, & Grossnickle, 2013) 에는 선행지식 (Alexander & Judy, 1988), 고차원적 사고 (Schraw & Robinson, 2011), 이해(McNamara & Kintsch, 1996, 어휘력 (Nagy, Herman, & Anderson, 1985;Yoon, 2019;Yoon & Park, 2022), 동기 (Guthrie & Wigfield, 1997), 자기효용감 (Bandura, 1982), 음운인식 (Lee, Kim, & Hwang, 2018), 단어재인 (Yang, Kim, & Ra, 2017 (Bishop & Adams, 1990;Shriberg & Kwiatkowski, 1988). 음운인식은 언어의 말 소리체계 지식을 의미한다.…”

“…Classification table and risk estimateEun Ju Lee • Predicting of Reading Fluency Groups 와 비슷하게 읽기를 배우기 시작하는 단계의 대상자들이다. 그러 므로 읽기를 배우는 초기 단계 아동들의 자모지식의 정도는 읽기 에 유의미한 영향을 미치는 것으로 보인다(Yang et al, 2017). 특히 스스로 읽기가 어느 정도 가능한 대상자들에게 유의미한 영향을 미치는 변수인 것으로 나타났다.…”

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

“…음운기억력은 음운인식, 빠른이름대기와 함께 초기 읽기 발달에 영향을 미치고 (Kim & Kim, 2009), 낱말 읽기 및 낱말 쓰기와 작업 기억이 직접적인 관계가 있다는 결과를 제시한 선행연구가 있다 Kim & Schatschneider, 2017 (Jeong, 2014;Kim, 2009;Kim & Petscher, 2011;Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004). 또한 자소 지식은 자소와 음소의 대응규칙 을 이해하는데 중요하다 (Puranik et al, 2011 (Cho et al, 2008;Jung, 2014;Kim, 2012;Kim & Jung, 2015;Kim, Kim, & Cho, 2015 (Kim et al, 2014;Kim & Petscher, 2011 (Kim & Kim, 2009;Park, S. G. et al, 2013;Yang, Kim, & Ra, 2017;Cho et al, 2008;Kim & Petscher, 2011 (Jeong, 2014;Kim, 2009;Kim & Petscher, 2011;Schatschneider et al, 2004 (Cho et al, 2008;Kim, 2012;Jung, 2014;Kim & Jung, 2015;…”

The Effect of Phonics Intervention for Adult with Dyslexia: Case Study

“…이중경로 모형(dual-route model)은 읽기 초기 단계 학습자는 읽기가 발달함에 따라 음운경 로에서 점차 어휘경로로 점차 읽기경로가 이동하게 된다고 설명하 는데 (Barron, 1986), 난독증이 비단어 읽기에 어려움을 보인다는 것은 아직 읽기 발달의 초기 단계에 머물러 있는 음운경로 수준임 을 의미한다 (Stanovich & Siegel, 1994). 또한 난독증의 경우, 음운 처리과정의 결함으로 인해 음운경로보다는 어휘경로를 더 활성화 하는 경향이 있다 (Shaywitz & Shaywitz, 2008) (Jobard, Crivello, & Tzourio-Mazoyer, 2003;Yang, Kim, & Ra, 2017). 연구대상은 학력은 고졸이며, 연구대상 선정을 위해 K-WAIS-IV (Hwang, Kim, Park, Choi, & Hong, 2012) 는 영향은 매우 크다 (Ahn et al, 2006).…”