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Preventing dyslexia in multicultural children: effects of phonics instruction for kindergarten children with multicultural backgrounds

정혜림 1 Bobae Kim 1 Yang, Minwha 1 Lee, Ae Jin 1

1국민대학교

Accredited

ABSTRACT

The purpose of this study was to investigate the effect of Korean phonics instruction for kindergarten children whose parents were Chinese. With the rapidly increasing population of multicultural families, national attention was drawn to the subject of appropriate education for children from multicultural families. The subjects for this study were seven five-year-olds, who were diagnosed as at-risk for dyslexia. A direct instruction phonics program was provided to the children for seven weeks. During the intervention, the pupils were given phonics intervention with six principal vowels: ㅏㅓㅗㅜㅡㅣ. The results showed that the kindergarten children who received the phonics instruction increased their abilities in reading and spelling principal vowels. However, the children who had developmental difficulties or behavioral problems did not respond to the intervention as well as other participants. The results of this study suggested that although the systematic phonics intervention was given only for a short period of time, it successfully increased multicultural children’s understanding about the alphabetic principles. Such results imply that phonics direct instruction can be an appropriate approach to prevent reading failure of multicultural children.

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