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KMID : 1036820190240041007
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Communication Sciences & Disorders
2019 Volume.24 No. 4 p.1007 ~ p.1014
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Relationship between Phonological Awareness and Related Factors in Korean First to Third Graders
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Ha Seung-Hee
So Geum-Bin
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Abstract
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Objectives: Phonological awareness is the ability to recognize and manipulate the sound structure of spoken words and shows a strong relationship with early literacy. Children’s development of phonological awareness is affected by speech-language skills, intelligence, and environmental factors. This study aims to examine the relationship between phonological awareness and related factors; including speech-language skills, nonverbal intelligence, and social-economic status (SES) in 1st to 3rd graders and to identify which factors significantly predict phonological awareness.
Methods: A total of 128 1st to 3rd-grade students received a phonological awareness test, articulation and phonology test, receptive and expressive vocabulary tests, and nonverbal intelligence test. Information about the SES for each child was also obtained. Correlation analysis and stepwise multiple regressions were performed to examine which factors predict phonological awareness at the syllable and phoneme levels among articulation and phonology ability, receptive and expressive vocabulary, nonverbal intelligence, SES and grades.
Results: The results indicated that receptive vocabulary and articulation, and phonology ability predict significantly phonological awareness at the syllable level. Also, expressive vocabulary and nonverbal intelligence significantly predict phonological awareness at the phoneme level.
Conclusion: This study suggests that phonological awareness develops during the early primary school years, and shows close relationships with receptive and expressive vocabulary, articulation and phonology ability, and intelligence.
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KEYWORD
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Phonological awareness, Articulation and phonology, Vocabulary, Nonverbal intelligence, Social-economic status
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