@article{ART001280753},
author={Byun, Chan Suk and Kim, Gil Sun},
title={The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2008},
volume={9},
number={3},
pages={331-351}
TY - JOUR
AU - Byun, Chan Suk
AU - Kim, Gil Sun
TI - The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2008
VL - 9
IS - 3
PB - Research Institute of the Korea Special Education
SP - 331
EP - 351
SN - 1598-060X
AB - Studies of the correlation between difficulties in reading at early stages among children with learning disabilities and their ability in phonological awareness have been conducted vigorously and shown that phonemic awareness, the subarea of phonological awareness is an essential component of reading instruction. In domestic settings, there is increasing interest in the effects of teaching phonological awareness on reading Hangeul(Korean alphabets). However largely studies are mainly focused on some activities regarding phonological awareness among children with reading disabilities and also the findings are not widely utilized in reading-teaching.
This study lays its purpose on finding out the effects of stepwise training programs regarding phonological awareness on word recognition among 3 children with learning disabilities in reading and writing. As a result, it was found that phonological awareness training has effects on improving word recognition skill among children with learning disabilities, and through the training types of word recognition errors have been changed. Accordingly it is suggested that systematic phonological awareness training should be provided prior to teaching how to read at early stages.
KW - learning disabilities;phonological awareness;word recognition
DO -
UR -
ER -
Byun, Chan Suk and Kim, Gil Sun. (2008). The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities. Journal of Special Education: Theory and Practice, 9(3), 331-351.
Byun, Chan Suk and Kim, Gil Sun. 2008, "The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities", Journal of Special Education: Theory and Practice, vol.9, no.3 pp.331-351.
Byun, Chan Suk, Kim, Gil Sun "The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities" Journal of Special Education: Theory and Practice 9.3 pp.331-351 (2008) : 331.
Byun, Chan Suk, Kim, Gil Sun. The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities. 2008; 9(3), 331-351.
Byun, Chan Suk and Kim, Gil Sun. "The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities" Journal of Special Education: Theory and Practice 9, no.3 (2008) : 331-351.
Byun, Chan Suk; Kim, Gil Sun. The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities. Journal of Special Education: Theory and Practice, 9(3), 331-351.
Byun, Chan Suk; Kim, Gil Sun. The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities. Journal of Special Education: Theory and Practice. 2008; 9(3) 331-351.
Byun, Chan Suk, Kim, Gil Sun. The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities. 2008; 9(3), 331-351.
Byun, Chan Suk and Kim, Gil Sun. "The Effects of Teaching Phonological Awareness on Word Recognition in Children with Learning Disabilities" Journal of Special Education: Theory and Practice 9, no.3 (2008) : 331-351.
