The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties |
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| Authors: | Dongil Kim Woori Kim and Kijyung Lee |
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| Institution: | (1) University of Memphis, Memphis, TN, USA;(2) The Children’s Hospital of Philadelphia, Philadelphia, PA, USA;(3) Arizona State University, Phoenix, AZ, USA |
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| Abstract: | This study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending,
and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA)
and early reading ability in low and average-achievement groups. 27 students with reading difficulties and 34 students with
average reading abilities participated in the study, and all participants were native Korean students in Grade One. The results
indicated significant differences between low-achievement and averageachievement groups in PA and early reading measures,
which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant
positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the
low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological
awareness and word identification. |
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