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Syllable and Letter Knowledge in Early Korean Hangul Reading

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Bibliographic Details
Title: Syllable and Letter Knowledge in Early Korean Hangul Reading
Language: English
Authors: Cho, Jeung-Ryeul
Source: Journal of Educational Psychology. Nov 2009 101(4):938-947.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Page Count: 10
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Descriptors: Foreign Countries, Korean, Syllables, Vowels, Phonological Awareness, Emergent Literacy, Word Recognition, Phoneme Grapheme Correspondence, Identification, Orthographic Symbols
Geographic Terms: South Korea
DOI: 10.1037/a0016212
ISSN: 0022-0663
Abstract: This study examined the development of Korean consonant-vowel (CV) syllable identification, consonant and vowel letter knowledge, and their relationships to phonological awareness and the reading of regular Hangul words among Korean kindergartners as a 6-month longitudinal study. Results showed that Korean children identified CV syllables better than consonant and vowel letters. In regression analyses, CV syllable identification at Time 1 strongly contributed to Hangul word recognition concurrently over and above letter knowledge, as well as longitudinally after controlling for letter knowledge and reading at Time 1. However, letter knowledge did not predict Hangul reading once CV syllable identification was controlled. In addition, CV syllable knowledge facilitated subsequent letter knowledge and phoneme onset and coda awareness. The results, in general, shed light on the salient roles of syllables in the early literacy development of Korean. (Contains 7 tables and 3 footnotes.)
Abstractor: As Provided
Number of References: 49
Entry Date: 2009
Accession Number: EJ860915
Database: ERIC
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Korean%22">Korean</searchLink><br /><searchLink fieldCode="DE" term="%22Syllables%22">Syllables</searchLink><br /><searchLink fieldCode="DE" term="%22Vowels%22">Vowels</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink>
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  Data: This study examined the development of Korean consonant-vowel (CV) syllable identification, consonant and vowel letter knowledge, and their relationships to phonological awareness and the reading of regular Hangul words among Korean kindergartners as a 6-month longitudinal study. Results showed that Korean children identified CV syllables better than consonant and vowel letters. In regression analyses, CV syllable identification at Time 1 strongly contributed to Hangul word recognition concurrently over and above letter knowledge, as well as longitudinally after controlling for letter knowledge and reading at Time 1. However, letter knowledge did not predict Hangul reading once CV syllable identification was controlled. In addition, CV syllable knowledge facilitated subsequent letter knowledge and phoneme onset and coda awareness. The results, in general, shed light on the salient roles of syllables in the early literacy development of Korean. (Contains 7 tables and 3 footnotes.)
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        Type: general
      – SubjectFull: Korean
        Type: general
      – SubjectFull: Syllables
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      – SubjectFull: Vowels
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Word Recognition
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      – SubjectFull: Orthographic Symbols
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      – SubjectFull: South Korea
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      – TitleFull: Syllable and Letter Knowledge in Early Korean Hangul Reading
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