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The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2011, 12(3), pp.613-638
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Ae-Hwa Kim 1 김의정 2 표소래 1

1단국대학교
2나사렛대학교

Accredited

ABSTRACT

The purpose of this study was to examine the effect of scripted, synthetic phonics instruction program on word identification of children with reading disabilities who have problems with decoding Korean words. The participants were three 1st and 2nd grade children with reading disabilities who were enrolled in a public elementary school in Gyonggi-do. The multiple baseline probe design across behaviors was repeatedly employed across three participants. According to the results, all three participants’ word identification average scores significantly increased upon the implementation of the intervention. Furthermore, the word identification average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the scripted, synthetic phonics instruction program was an effective intervention to teach decoding Korean words which is a language with shallow orthography. The results also suggested that the scripted, synthetic phonics instruction program can be useful when teaching children with reading disabilities who have problems with decoding Korean words in educational contexts.

Citation status

* References for papers published after 2022 are currently being built.

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