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KMID : 1036820200250030581
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Communication Sciences & Disorders
2020 Volume.25 No. 3 p.581 ~ p.593
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The Development of Spelling for Children with/without Spelling Difficulties
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Shin Ga-Young
Pae So-Yeong
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Abstract
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Objectives: Korean children’s spelling development with and without spelling difficulties were compared and contrasted reflecting grade groups and triple word form theory including phonological, morpho-semantic, and orthographic knowledge.
Methods: One hundred and twenty children; forty in each grade group, and twenty in each spelling group, participated in a dictation task with 3 to 4 eojeol sentence writing task. Eojeol is each word that constitutes a sentence. Two hundred and fifty-four graphemes from thirty-eight eojeols were elicited and analyzed considering phoneme-grapheme correspondence and grammatical morphemes.
Results: First, normally developing low grade children have reached the near mastery level for writing phoneme-grapheme correspondent (PGC) graphemes and graphemes from grammatical morphemes. In contrast; children with spelling difficulties reached the mastery level in the upper grades. Second, normally developing upper grade children mastered phoneme-grapheme non-correspondent (PGNC) graphemes while children with spelling difficulties did not reach at mastery level even by the upper grades. Middle grade children with spelling difficulties were far behind the normal children for PGNC graphemes.
Conclusion: Children with spelling difficulties seemed to be in urgent need of intervention for help with phoneme-grapheme correspondence and grammatical morphemes. Focus needs to be placed on phoneme-grapheme correspondent eojeols need for lower grade children with spelling difficulties, while phonological rules including phoneme-grapheme non-correspondent eojeols need systematic intervention for middle to upper grade children with spelling difficulties.
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KEYWORD
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Spelling development, Korean children with spelling difficulties, Phoneme-grapheme correspondency, Triple word form theory
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