Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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A Comparison of Word Recognition and Spelling Skills between Students with Reading Disabilities and without Disabilities
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2015, 16(4), pp.363-386
- DOI : 10.19049.JSPED.2015.16.4.15
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
1대구대학교
Accredited
ABSTRACT
The word recognition ability is basic skills in reading and affects reading comprehension. The spelling is related to reading. The purpose of this study were as follows: First, to compare the characteristics of word recognition and spelling between students with reading disabilities and general students.
Second, to compare the errors of word recognition and spelling between students with reading disabilities and general students. Third, to know the relationship between word recognition and spelling. For this study, 60 elementary school students(30 students with reading disabilities and 30 general students) were employed and tested by Word Recognition Test and Spelling Test. The data analysis method were two-way ANOVA, correlation analysis and regression analysis. The results of this study were as follows.
First, the performance of students with reading disabilities was lower than general students in word recognition and spelling. Second, the students with reading disabilities showed more word recognition and spelling errors than general students. Third, the relationship between word recognition and spelling was significant.
Based on this results, some suggestions were provided for teaching students with reading disabilities.
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