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Morphological Awareness, Phonological Awareness, and Literacy Development in Korean and English: A 2-Year Longitudinal Study

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Title: Morphological Awareness, Phonological Awareness, and Literacy Development in Korean and English: A 2-Year Longitudinal Study
Language: English
Authors: Cho, Jeung-Ryeul, Chiu, Ming Ming, McBride-Chang, Catherine
Source: Scientific Studies of Reading. 2011 15(5):383-408.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 26
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Grade 5
Grade 6
Descriptors: Statistical Analysis, Spelling, Phonological Awareness, Word Recognition, Emergent Literacy, Vocabulary Development, Morphology (Languages), Longitudinal Studies, Second Language Learning, Korean, English (Second Language), Predictor Variables, Age Differences, Transfer of Training, Gender Differences, Correlation
DOI: 10.1080/10888438.2010.487143
ISSN: 1088-8438
Abstract: Eighty-one Korean children were tested once a year across Grades 4, 5, and 6 on Korean phonological and morphological awareness, speeded-naming, Hangul word recognition, Hangul spelling, and English word reading. With age, gender, and Korean vocabulary knowledge statistically controlled, both phonological awareness and speeded-naming were uniquely associated with Korean spelling and English reading; this phonological awareness link was stronger for older children than younger ones. In contrast, the only unique predictor of Hangul reading was morphological awareness; morphological awareness also significantly predicted Hangul spelling but not English reading. Of interest, morphological awareness was more strongly associated with Korean literacy skills for younger as compared to older children. Girls outperformed boys on both Hangul measures, but the groups did not differ on English reading. Results support the idea of phonological transfer to reading in a second language and underscore the importance of morphological compounding awareness for early literacy development in Korean. (Contains 3 tables and 1 footnote.)
Abstractor: As Provided
Number of References: 63
Entry Date: 2011
Accession Number: EJ933944
Database: ERIC
FullText Text:
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  Data: Morphological Awareness, Phonological Awareness, and Literacy Development in Korean and English: A 2-Year Longitudinal Study
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  Data: <searchLink fieldCode="AR" term="%22Cho%2C+Jeung-Ryeul%22">Cho, Jeung-Ryeul</searchLink><br /><searchLink fieldCode="AR" term="%22Chiu%2C+Ming+Ming%22">Chiu, Ming Ming</searchLink><br /><searchLink fieldCode="AR" term="%22McBride-Chang%2C+Catherine%22">McBride-Chang, Catherine</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Scientific+Studies+of+Reading%22"><i>Scientific Studies of Reading</i></searchLink>. 2011 15(5):383-408.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1080/10888438.2010.487143
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  Data: 1088-8438
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Eighty-one Korean children were tested once a year across Grades 4, 5, and 6 on Korean phonological and morphological awareness, speeded-naming, Hangul word recognition, Hangul spelling, and English word reading. With age, gender, and Korean vocabulary knowledge statistically controlled, both phonological awareness and speeded-naming were uniquely associated with Korean spelling and English reading; this phonological awareness link was stronger for older children than younger ones. In contrast, the only unique predictor of Hangul reading was morphological awareness; morphological awareness also significantly predicted Hangul spelling but not English reading. Of interest, morphological awareness was more strongly associated with Korean literacy skills for younger as compared to older children. Girls outperformed boys on both Hangul measures, but the groups did not differ on English reading. Results support the idea of phonological transfer to reading in a second language and underscore the importance of morphological compounding awareness for early literacy development in Korean. (Contains 3 tables and 1 footnote.)
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  Label: Entry Date
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  Data: 2011
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ933944
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        PageCount: 26
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    Subjects:
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Spelling
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Word Recognition
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      – SubjectFull: Korean
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      – SubjectFull: Transfer of Training
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      – SubjectFull: Correlation
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