Considering Linguistic and Orthographic Features in Early Literacy Acquisition: Evidence from Korean

Autor/in	Kim, Young-Suk
Titel	Considering Linguistic and Orthographic Features in Early Literacy Acquisition: Evidence from Korean
Quelle	In: Contemporary Educational Psychology, 36 (2011) 3, S.177-189 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2010.06.003
Schlagwörter	Vocabulary; Spelling; Syllables; Phonemes; Beginning Reading; Semantics; Emergent Literacy; Korean; Role; Phonology; Predictor Variables; Preschool Children; Phonemic Awareness; Phoneme Grapheme Correspondence; Morphology (Languages); Metalinguistics; Contrastive Linguistics + Suchen Sie Ihr Suchwort? Wortschatz; Schreibweise; Silbe; Fonem; Erstleseunterricht; Semantik; Frühleseunterricht; Koreanisch; Rollen; Fonologie; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Morphology; Morphologie; Metalanguage; Metasprache; Linguistics; Kontrastive Linguistik
Abstract	This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10