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KMID : 1036820190240010019
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Communication Sciences & Disorders
2019 Volume.24 No. 1 p.19 ~ p.30
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Developmental Characteristics of Spelling Ability of Kindergarten to 3rd Grade Children
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Jung Kyung-Hee
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Abstract
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Objectives: The purpose of this study is to investigate the developmental characteristic of spelling ability according to the types of spelling and phonological rules of kindergarten children to 3rd grade children.
Methods: The subjects were 148 typically developmental children, including 40 kindergarten, 46 1st grade, 35 2nd grade, and 37 3rd grade children. The research tool consisted of word spelling with four spelling types and four phonological rules.
Results: First, as the children’s age increases, spelling performance increases according to the spelling types or phonological rules. There was no statistically significant difference between the second and third graders in elementary school, but all the other groups showed statistically significant differences. Second, the differences of the remaining spelling types, except for the letter-phoneme incongruent and single final consonant were significant. There was a significant difference between the letter-phoneme correspondence words in kindergarten and elementary first graders, and the letter-phoneme incongruence double final consonant were significant in all grade levels. Third, the performance of the children according to the phonological rules was high in order of nasalization, lenition, fortification, and aspiration.
Conclusion: Through the results of this study, we can understand the characteristics of spelling development from kindergarten through elementary school. Implications for spelling writing and intervention are discussed.
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KEYWORD
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Kindergarten, School-aged children, Spelling, Types of spelling, Phonological rules
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