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Maternal literate mediation of writing and Korean children’s reading and writing across 1 year.

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Title: Maternal literate mediation of writing and Korean children’s reading and writing across 1 year.
Authors: Cho, Jeung-Ryeul1 jrcho@kyungnam.ac.kr, McBride, Catherine2 cmcbride@psy.cuhk.edu.hk
Source: Reading & Writing. Mar2018, Vol. 31 Issue 3, p679-701. 23p.
Subject Terms: *Mediation, Korean phonology, Korean writing, Korean language ability testing, Korean language, Psychology, Semantics
Abstract: The present study examined the relations of maternal literate support instructions during parent–child joint writing to children’s word reading and writing across 1 year among 95 4- and 5-year-old children from Korea. The whole episode of mothers individually teaching their children how to write words was videotaped, and a Korean scale of mothers’ literate mediation of their children’s writing was developed based on six cognitive strategies focusing on whole Gulja (Korean written syllable), visual strokes, letter, Gulja structure, and CV (consonant + vowel) and coda (final consonant of a syllable) subsyllabic units. Maternal literate support explained a significant amount of variance in children’s word reading and writing concurrently and longitudinally across 1 year after controlling for children’s age, nonverbal IQ, phonological and morphological awareness, rapid automatized naming and mother’s education. In addition, children’s coda phoneme awareness explained unique variance in word reading and writing concurrently and longitudinally. Results underscore the unique characteristics of Korean and the importance of Korean maternal literate support as a major factor in early literacy development. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Cho%2C+Jeung-Ryeul%22">Cho, Jeung-Ryeul</searchLink><relatesTo>1</relatesTo><i> jrcho@kyungnam.ac.kr</i><br /><searchLink fieldCode="AR" term="%22McBride%2C+Catherine%22">McBride, Catherine</searchLink><relatesTo>2</relatesTo><i> cmcbride@psy.cuhk.edu.hk</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Mar2018, Vol. 31 Issue 3, p679-701. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Mediation%22">Mediation</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+phonology%22">Korean phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+writing%22">Korean writing</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+language+ability+testing%22">Korean language ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+language%22">Korean language</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink>
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  Data: The present study examined the relations of maternal literate support instructions during parent–child joint writing to children’s word reading and writing across 1 year among 95 4- and 5-year-old children from Korea. The whole episode of mothers individually teaching their children how to write words was videotaped, and a Korean scale of mothers’ literate mediation of their children’s writing was developed based on six cognitive strategies focusing on whole Gulja (Korean written syllable), visual strokes, letter, Gulja structure, and CV (consonant + vowel) and coda (final consonant of a syllable) subsyllabic units. Maternal literate support explained a significant amount of variance in children’s word reading and writing concurrently and longitudinally across 1 year after controlling for children’s age, nonverbal IQ, phonological and morphological awareness, rapid automatized naming and mother’s education. In addition, children’s coda phoneme awareness explained unique variance in word reading and writing concurrently and longitudinally. Results underscore the unique characteristics of Korean and the importance of Korean maternal literate support as a major factor in early literacy development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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