Phonological Awareness and Morphological Awareness: Differential Associations to Regular and Irregular Word Recognition in Early Korean Hangul Readers
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| Title: | Phonological Awareness and Morphological Awareness: Differential Associations to Regular and Irregular Word Recognition in Early Korean Hangul Readers |
|---|---|
| Language: | English |
| Authors: | Cho, Jeung-Ryeul, McBride-Chang, Catherine, Park, Soon-Gil |
| Source: | Reading and Writing: An Interdisciplinary Journal. Apr 2008 21(3):255-274. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | Phonology, Phonological Awareness, Word Recognition, Reading Skills, Language Processing, Kindergarten, Young Children, Foreign Countries, Regression (Statistics), Models, Cognitive Processes, Early Childhood Education |
| Geographic Terms: | South Korea |
| DOI: | 10.1007/s11145-007-9072-z |
| ISSN: | 0922-4777 |
| Abstract: | A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners, who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Accession Number: | EJ787438 |
| Database: | ERIC |
| Abstract: | A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners, who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. |
|---|---|
| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-007-9072-z |
