Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

Autor/inn/en	Kim, Ae-Hwa; Kim, Ui Jung; Kim, Jae Chul; Vaughn, Sharon
Titel	Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups
Quelle	In: Learning Disability Quarterly, 44 (2021) 3, S.197-209 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720958140
Schlagwörter	Classification; Korean; Reading Achievement; Elementary School Students; Correlation; Reading Comprehension; Vocabulary Skills; Naming; Phonology; Memory; Phonological Awareness; Psycholinguistics; Listening Comprehension; Sentences; Comparative Analysis; Reading Fluency; Written Language; Word Recognition; Foreign Countries; Reading Tests; Profiles; South Korea + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Koreanisch; Leseleistung; Korrelation; Leseverstehen; Aktiver Wortschatz; Fonologie; Gedächtnis; Psycholinguistik; Hörverständnis; Sentence analysis; Satzanalyse; Geschriebene Sprache; Worterkennung; Ausland; Lesetest; Charakterisierung; Profilanalyse; Korea; Republik
Abstract	The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1-3) and intermediate grade level (i.e., Grades 4-6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: "very poor word readers and poor comprehenders," "poor readers," and "average readers." Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: "very significantly poor readers," "very poor readers," "average word readers but poor comprehenders," and "average readers." Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated "very poor readers" and "poor readers" from "average readers" for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated "very poor readers" and "poor readers" from "average readers" for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01