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@article{ART001279563},
author={최은정 and 윤은미 and 이소희 and 이은경},
title={Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2008},
volume={9},
number={3},
pages={1-16}

TY - JOUR
AU - 최은정
AU - 윤은미
AU - 이소희
AU - 이은경
TI - Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks
JO - Journal of Special Education: Theory and Practice
PY - 2008
VL - 9
IS - 3
PB - Research Institute of the Korea Special Education
SP - 1
EP - 16
SN - 1598-060X
AB - The purpose of this study was to find the understanding of prolonged sound rule between bilingual language environment children and monolingual language environment children in the reading tasks and to make intervention program for improvement of bilingual language environment children in understanding of prolonged sound rule. The subjects awere 10 bilingual language environment children from 7 to 9 years old who have philippine mother and 10 monolingual language environment children from 7 to 9 years old who have korean mother. The experiment of understanding of prolonged sound rule was performed by presenting 40 independent words and 40 words in a sentence prolonged sound available to children and making them read these words. The following were the results of this experiment. First, in the independent words the score of bilingual language environment children group was lower significantly compared to score of monolingual language environment children group. Second, in the words within a sentence the score of bilingual language environment children group was also lower significantly compared to score of monolingual language environment children group. Considering the low understanding of prolonged sound rule of bilingual language environment children, a intervention program which could enable them to learn principles of prolonged sound rule must be invented.
KW - prolonged sound;prolonged sound rule;bilingual language environment.
DO -
UR -
ER -

최은정, 윤은미, 이소희 and 이은경. (2008). Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks. Journal of Special Education: Theory and Practice, 9(3), 1-16.

최은정, 윤은미, 이소희 and 이은경. 2008, "Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks", Journal of Special Education: Theory and Practice, vol.9, no.3 pp.1-16.

최은정, 윤은미, 이소희, 이은경 "Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks" Journal of Special Education: Theory and Practice 9.3 pp.1-16 (2008) : 1.

최은정, 윤은미, 이소희, 이은경. Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks. 2008; 9(3), 1-16.

최은정, 윤은미, 이소희 and 이은경. "Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks" Journal of Special Education: Theory and Practice 9, no.3 (2008) : 1-16.

최은정; 윤은미; 이소희; 이은경. Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks. Journal of Special Education: Theory and Practice, 9(3), 1-16.

최은정; 윤은미; 이소희; 이은경. Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks. Journal of Special Education: Theory and Practice. 2008; 9(3) 1-16.

최은정, 윤은미, 이소희, 이은경. Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks. 2008; 9(3), 1-16.

최은정, 윤은미, 이소희 and 이은경. "Comparing the Understanding of Prolonged Sound Rule between Bilingual Language Children and Monolingual Language Children in the Reading Tasks" Journal of Special Education: Theory and Practice 9, no.3 (2008) : 1-16.