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English Reading Development of Early School aged Korean Children based on Hangul reading skill

  • THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
  • 2008, 21(4), pp.17-37
  • Publisher : The Korean Society For Developmental Psychology
  • Research Area : Social Science > Psychological Science

한찬숙 1,  정윤경 1

1가톨릭대학교

Accredited

ABSTRACT

This study investigated English word reading development of the Korean second graders who acquired grapheme-phoneme(G-P) correspondence rules. Forty four of children divided into two groups (High and Low in Hangul reading skill). In experiment 1, both high and low groups could read more familiar CVC words than unfamiliar CCVCC, and there were significant differences between High and Low group. In experiment 2, two groups could read more unfamiliar CVC words than familiar CVCV and there were significant differences between High and Low group, and 50% of the High group could read CVC as well as CVCV and bisyllables, however 50% of the Low group could only read CVC. These results suggest that Korean second graders can apply G-P rules as well as letter-sound correspondences of some larger orthographic unit according to the English word spelling patterns, their G-P correspondences skill is different according to the level of Hangul reading skill, and the grower their English reading skill, the more they were influenced by the type of spelling patterns than the familiarity of words.

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