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 Comparative Study on the Characteristics and Relations of Phonological Awareness, Phonological Memory and Word Recognition between Students with Reading Disabilities and without Disabilities
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2017, 18(1), pp.25-50
- DOI : 10.19049.JSPED.2017.18.1.02
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
1대구대학교
Accredited
ABSTRACT
The phonological awareness, phonological memory and word recognition ability are basic skills in reading. The purpose of this study were as follows: First, to compare the characteristics of phonological awareness, phonological memory and word recognition ability between students with reading disabilities and general students. Second, to know the relationship between phonological awareness, phonological memory and word recognition. For this study, 61 elementary school students(31 students with reading disabilities and 30 general students) were employed and tested by phonological awareness test, phonological memory test and word recognition test. The data analysis method were two-way ANOVA 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 phonological awareness, phonological memory and word recognition. Second, the relationship between phonological awareness, phonological memory and word recognition was significant.
Based on this results, some suggestions were provided for teaching students with reading disabilities.
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