Text Comprehension of Korean Developmental Dyslexic Children Considering Mode and Type of Texts

Abstract

Objectives: Korean developmental dyslexic upper grade children's text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository). Methods: Sixteen 5th to 6th graders with developmental dyslexia (DD) and grade and cognition-matched typically developing children (TD) participated in 4 text comprehension tasks. Each child responded to 32 questions, 8 in each text, tapping comprehension of texts counterbalancing the effect of mode and type of texts. Results: First, children with DD performed lower than TD children in text comprehension, reflecting developmental dyslexic Korean children's performance cross linguistically even with the high orthographic transparency of Hangeul. Second, children with DD performed better in the mode of reading compared to the mode of listening, which was the same as the TD children. Third, the effect of type of text was meaningful to only children with DD, while TD children's performance between narrative and expository text was not different. Conclusion: Korean upper grade children with DD seemed to rely heavily on the mode of reading in comprehending texts similarly to their grade-matched children, while children with DD had greater difficulties in comprehending the expository texts both in reading and listening modes compared to the narrative texts. Each child with DD's developmental level of the type and mode of texts needs to be considered to support his/her text comprehension abilities. Further studies need to be extended to the Korean language considering the type of texts with the DIER model.

Text Comprehension of Korean 3rd to 4th Graders of Typical Development and with Developmental Dyslexia Considering Semantic Knowledge

“…학령기 언어학습장애 (Language learning disorder)는 낮은 읽기 이해 능력을 동반하는 언어발달장애 아동을 포함한다 (Paul & Nobury, 2012). 읽기 발달 의 삼각형 모델 (Patterson et al, 1996) (Cheon et al, 2022;Lee & Pae, 2019;Lee et al, 2021;Yang & Pae, 2018). 그리고 집단별 담화 이해 특성을 이해 질문의 유형에 따 라 살펴본 연구도 거의 없다.…”