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KMID : 0921420120170030508
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Korean Journal of Communication Disorders
2012 Volume.17 No. 3 p.508 ~ p.519
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A Comparison of Elementary Students with Reading Disabilities to Students without Disabilities on Word Recognition Accuracy and Speed
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Kim Ae-Hwa
Choi Kyung-Soon
Jung Hyun-Seung
KIm Min-Jung
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Abstract
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Background & Objectives : This study compared word recognition accuracy and speed of elementary students with reading disabilities to students without reading disabilities.
Methods: A total of 43 elementary students (27 students without reading disabilities and 17 students with reading disabilities) participated in a battery of 6 word recognition tests (high-frequency regular word, high-frequency phonological change word, low-frequency regular word, low-frequency phonological change word, regular non-word, and phonological change non-word). A two-way MANOVA of the group (2) x grade (2) was conducted.
Results: Major results are summarized as follows: First, word recognition accuracy showed significant differences in 4 out of 6 tests by group. Second, while reaction time in correct responses showed significant differences in all 6 tests by group, reading time in correct responses showed no significant differences in all 6 tests by group. Third, there were no significant differences in reaction time between correct and erroneous responses.
Discussion & Conclusion: Based on the results, the Hangul characteristics and its implications for elementary students with reading difficulties are further discussed in the present study.
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KEYWORD
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word recognition, accuracy, speed, reaction time, word reading time
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