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KMID : 1036820130180040392
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Communication Sciences & Disorders
2013 Volume.18 No. 4 p.392 ~ p.401
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Korean Elementary School Children with Reading Difficulties
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Kim Mi-Bae
Pae So-Yeong
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Abstract
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Objectives: The purpose of this study is to evaluate the characteristics of the listening and reading comprehension skills of school-aged poor readers. In addition we have also identified the error patterns of listening comprehension skills which affect the reading comprehension abilities.
Methods: A total of 166 elementary school children (83 poor readers and 83 good readers) participated and were divided into lower (1-2), middle (3-4), and higher (5-6) grade groups. The tasks for identifying their listening and reading comprehension skills were performed and then compared. Additionally, the errors in listening comprehension tasks were analyzed to investigate their relations to reading comprehension skills.
Results: Poor readers in the three groups commonly presented a significantly low achievement in their listening and reading comprehension tasks. As for error type analysis, the most frequent error type was question scope errors for higher grade of good readers, whereas poor readers showed question scope errors and inference errors. There were significant correlations between the overall listening skills and reading comprehension skills, whereas no correlation was found in each error patterns for listening comprehension and reading comprehension skills.
Conclusion: The results demonstrated that poor readers in elementary schools had difficulties both in their reading and listening comprehensions even when they reach higher grades. Also, it seems to be necessary to tap into listening skills by considering error patterns as well as reading skills in order to provide an intervention program for poor readers.
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KEYWORD
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Poor reader, Listening comprehension, Reading comprehension, Error pattern
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Listed journal information
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