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KMID : 1036820140190010120
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Communication Sciences & Disorders
2014 Volume.19 No. 1 p.120 ~ p.131
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Children’s Spelling of Phonological and Morphological Features in Primary Grades
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Yang Min-Wha
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Abstract
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Objectives: Previous research has emphasized the effectiveness of phonics approach. In order to construct an effective phonics intervention, teachers need to understand the developmental sequence of spelling features that students acquire as they mature. This study aims to identify the principal linguistic constructs that consist words that primary students learn and to understand the developmental progression of phonological and morphological spelling features.
Methods: One hundred and forty-seven students in grade 1 to 3 at two elementary schools in Gyeonggi Province participated in this study. A spelling test which was designed to examine 14 different spelling features was administered to the students. Principal component analysis was conducted to classify those 14 features into principal feature groups, and ANOVA test was applied in order to observe the developmental progression of spelling feature groups in three different grades.
Results: The observed spelling features were divided into two groups, namely phonological features and morphological features. Phonological features were developed more rapidly than morphological features and some phonological features seemed to be mastered by the first grade.
Conclusion: When a teacher develops a phonics program for students in primary grade, they need to ensure the students’ spelling acquisition of phonological features before teaching morphological features. It was suggested that the development of spelling vowel features needs to be investigated in future investigation.
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KEYWORD
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Spelling, Spelling development, Phonological features, Morphological features
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