KJCKorea
Journal Central

@article{ART001593256},
author={Ae-Hwa Kim and 김의정 and 표소래},
title={The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2011},
volume={12},
number={3},
pages={613-638}

TY - JOUR
AU - Ae-Hwa Kim
AU - 김의정
AU - 표소래
TI - The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2011
VL - 12
IS - 3
PB - Research Institute of the Korea Special Education
SP - 613
EP - 638
SN - 1598-060X
AB - 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.
KW - learning disabilities;reading disabilities;decoding Korean language;Korean language instruction;word identification;decoding;phonics instruction
DO -
UR -
ER -

Ae-Hwa Kim, 김의정 and 표소래. (2011). The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities. Journal of Special Education: Theory and Practice, 12(3), 613-638.

Ae-Hwa Kim, 김의정 and 표소래. 2011, "The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities", Journal of Special Education: Theory and Practice, vol.12, no.3 pp.613-638.

Ae-Hwa Kim, 김의정, 표소래 "The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities" Journal of Special Education: Theory and Practice 12.3 pp.613-638 (2011) : 613.

Ae-Hwa Kim, 김의정, 표소래. The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities. 2011; 12(3), 613-638.

Ae-Hwa Kim, 김의정 and 표소래. "The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities" Journal of Special Education: Theory and Practice 12, no.3 (2011) : 613-638.

Ae-Hwa Kim; 김의정; 표소래. The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities. Journal of Special Education: Theory and Practice, 12(3), 613-638.

Ae-Hwa Kim; 김의정; 표소래. The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities. Journal of Special Education: Theory and Practice. 2011; 12(3) 613-638.

Ae-Hwa Kim, 김의정, 표소래. The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities. 2011; 12(3), 613-638.

Ae-Hwa Kim, 김의정 and 표소래. "The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities" Journal of Special Education: Theory and Practice 12, no.3 (2011) : 613-638.