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Effect of Phonemic Awareness Training on the Dictation and Writing Fluency of Academic Underachievers in the Elementary School

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(1), pp.337-358
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

권현욱 1 김길순 1 Byun, Chan Suk 1

1대구대학교

Accredited

ABSTRACT

Dictation is one of the most prevailing learning activities of language arts in the lower grades of elementary school, and that is the most typical way to evaluate spelling skills. According to earlier studies, phonemic awareness has something to do with dictation and is effective at boosting the spelling skills of early school-aged children. But underachieving students who face difficulties in spelling also find it hard to be aware of phonemes, and they should learn to be aware of phonemes by participating in a systematic instruction. The purpose of this study was to examine the effects of phonemic awareness training on the dictation and writing fluency of three underachievers who had difficulties in writing. As a result of providing phonemic awareness training to them, that training was found to have an effect on improving their dictation and writing fluency, and that brought a change to their dictation error types as well. Given the findings of the study, it’s required to assess the phoneme awareness skills of early school-aged underachieving students in association with writing guidance, and they should undergo systematic phonemic awareness training.

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