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Relations of copying skills to Korean word reading and spelling among Korean kindergartners.

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Title: Relations of copying skills to Korean word reading and spelling among Korean kindergartners.
Authors: Cho, Jeung‐Ryeul
Source: Journal of Research in Reading. May2021, Vol. 44 Issue 2, p247-263. 17p.
Subjects: Kindergarten children, Word recognition, Cognitive ability, Copying, Short-term memory
Abstract: Background: Recent research suggests that diverse types of copying, including pure copying, copying fluency and delayed copying, contributed to children's spelling of Chinese characters and English words but not to word recognition. This study examined the relations of pure copying, copying fluency and delayed copying to beginning word reading and spelling in Korean Hangul. Methods: One hundred and five Korean kindergarten children aged 5 and 6 years were tested on pure copying of unfamiliar print of Vietnamese, copying fluency and delayed copying of Korean Gulja (written syllable) and cognitive skills including nonverbal reasoning, syllable and phoneme awareness and orthographic awareness. Results: Hierarchical regression analyses showed that copying fluency and delayed copying of Korean Gulja uniquely explained Korean word reading and spelling after controlling for age, cognitive skills and Vietnamese copying. In addition, squared semi‐partial correlations revealed that orthographic and phonological awareness significantly and uniquely contributed to Korean word reading and spelling. Conclusion: The findings highlight that copying fluency and delayed copying of Hangul Gulja are the most important factors in early Korean word recognition and spelling. Similar cognitive correlates such as syllable and orthographic awareness and orthographic working memory contributed to the initial reading and spelling of Korean words. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Relations of copying skills to Korean word reading and spelling among Korean kindergartners.
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  Data: <searchLink fieldCode="AR" term="%22Cho%2C+Jeung‐Ryeul%22">Cho, Jeung‐Ryeul</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. May2021, Vol. 44 Issue 2, p247-263. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Copying%22">Copying</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Recent research suggests that diverse types of copying, including pure copying, copying fluency and delayed copying, contributed to children's spelling of Chinese characters and English words but not to word recognition. This study examined the relations of pure copying, copying fluency and delayed copying to beginning word reading and spelling in Korean Hangul. Methods: One hundred and five Korean kindergarten children aged 5 and 6 years were tested on pure copying of unfamiliar print of Vietnamese, copying fluency and delayed copying of Korean Gulja (written syllable) and cognitive skills including nonverbal reasoning, syllable and phoneme awareness and orthographic awareness. Results: Hierarchical regression analyses showed that copying fluency and delayed copying of Korean Gulja uniquely explained Korean word reading and spelling after controlling for age, cognitive skills and Vietnamese copying. In addition, squared semi‐partial correlations revealed that orthographic and phonological awareness significantly and uniquely contributed to Korean word reading and spelling. Conclusion: The findings highlight that copying fluency and delayed copying of Hangul Gulja are the most important factors in early Korean word recognition and spelling. Similar cognitive correlates such as syllable and orthographic awareness and orthographic working memory contributed to the initial reading and spelling of Korean words. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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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        Value: 10.1111/1467-9817.12332
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 247
    Subjects:
      – SubjectFull: Kindergarten children
        Type: general
      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Copying
        Type: general
      – SubjectFull: Short-term memory
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      – TitleFull: Relations of copying skills to Korean word reading and spelling among Korean kindergartners.
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              Text: May2021
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              Y: 2021
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