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KMID : 0921420110160020143
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Korean Journal of Communication Disorders
2011 Volume.16 No. 2 p.143 ~ p.153
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The Decoding Development of Korean Children in Word Reading
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Kim Mi-Bae
Pae So-Yeong
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Abstract
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Background & Objectives: This study investigated decoding development in Korean children in word reading and provided guidelines for assessing and improving word reading ability.
Methods: Three hundred elementary school children, including three developmental grade groups, participated in this study. Each child was requested to read 68 two-syllable-words, considering meaning familiarity and grapheme-phoneme correspondence. Six representative phonological rules in Korean word reading were measured.
Results: Generally, Korean children read meaning words better than they did nonsense words and grapheme-phoneme correspondent words better than grapheme-phoneme non-correspondent words. First- and second-graders performed poorly compared to third-grade and higher groups. Among the six phonological rules, tensification was acquired early, during the first- and second-grades, with the rules, nasalization, aspiration, and h elision developing later. Interestingly, the lateralization and palatalization rules seemed to still be developing in all of the tested children.
Discussion & Conclusions: The word reading ability of Korean children showed universal patterns in meaning dependency and grapheme-phoneme correspondence. Given that the Korean language is highly transparent in spelling, it is interesting that fifth- and sixth-grade children were still developing decoding ability for the application of the lateralization and palatalization rules. These results could be used as guidelines to assess and improve word reading ability.
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KEYWORD
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Korean word reading development, decoding, meaning, grapheme, phoneme, phonological rule
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