Relations of emergent literacy skill development with conventional literacy skill development in Korean |
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| Authors: | Young-Suk Kim and Yaacov Petscher |
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| Institution: | (1) Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310, USA;(2) College of Education/Florida Center for Reading Research, C234D, Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL 32306, USA |
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| Abstract: | The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e.,
phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of
conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of
215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name
knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s
initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light
of characteristics of the Korean language and writing system. |
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