Poor Reading and Cognitive Deficits among Korean Kindergartners and First-to-Third Grade Students (유치원과 초등학교 1-3학년 아동의 읽기 부진과 인지적 결손)

Cho, Jeung-Ryeul (조증열); Young-Suk Kim (김영숙); Park Soon Gil (박순길); Kim, Bong-Hee (김봉희); Cho, Jeung-Ryeul (조증열)

Poor Reading and Cognitive Deficits among Korean Kindergartners and First-to-Third Grade Students

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
2022, 35(2), pp.45-71
Publisher : The Korean Society For Developmental Psychology
Research Area : Social Science > Psychological Science
Received : April 13, 2022
Accepted : May 31, 2022
Published : June 15, 2022

Cho, Jeung-Ryeul ¹, Young-Suk Kim ², Park Soon Gil ³, Kim, Bong-Hee ¹, Cho, Jeung-Ryeul ¹

¹경남대학교
²University of California Irvine
³남부대학교

Accredited

ABSTRACT

In this study, kindergarteners and first-to-third graders were assessed in Korean literacy (word reading, word reading fluency, spelling, and reading comprehension) and cognitive skills (phonological, orthographic, and morphological awareness, as well as naming speed, left-right reversal, and vocabulary). This study aimed to compare the literacy skills between poor readers and all children in each grade, as well as to determine the rate of cognitive deficits that appear in poor readers. We found that the average score of poor readers was more than a year below that of all children on all literacy tests. In particular, the proportion of children who could not read CV and CVC Gulja (written syllable) in the test immediately prior to entering elementary school was 48% and 95%, respectively, in the poor readers, whereas it was 7% and 24%, respectively, in all children, demonstrating a significant difference between the two groups. More than 30% of poor readers in the second and third grades had deficits in all types of cognitive skills except left-right reversal. The findings of this study suggest that it is necessary to identify and intensively train children who have not mastered how to read CV and CVC Gulja in the early first grade.

KEYWORDS

Poor reading, cognitive deficits, literacy skills, CV syllable reading, CVC syllable reading

Citation status

* References for papers published after 2023 are currently being built.

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This paper was written with support from the National Research Foundation of Korea.

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