A Comparison of the Ability of 2nd Graders and 5th Graders to Apply Phonological Rules in Reading Exercises

Lim, Yoo-Jin; Kim, Young-Tae

ORIGINAL ARTICLE

Commun Sci Disord. 2008;13(4): 635-653.

Yoo-Jin Lim^` , and Young-Tae Kim^`

임유진(Yoo-Jin Lim)| 김영태(Young-Tae Kim)

ABSTRACT

Background & Objectives
In this study, we compared the ability of 2nd graders and 5th graders to apply phonological rules through reading exercises. We also considered whether the words had meanings or not.
Methods
Eighty-two elementary students participated in this study (41 students in 2nd grade and 41 students in 5th grade). The reading exercises consisted of 96 nouns, each with two syllables, to which eight phonological rules were applicable. Each category was sub-divided into ‘meaningful’ and ‘meaningless’ words.
Results
Significant differences in the applicability of phonological rules were observed in the 2nd graders, according to the orders of meaningful words on the lists. Significant differences in the applicability of phonological rules were observed in students in both grades, depending on whether words had meanings or not in each rule. The 5th graders had an increased ability to apply phonological rules to both meaningful and meaningless words than the 2nd graders. In addition, the total applicability of phonological rules of meaningless words was significantly higher in the 5th graders than in the 2nd graders in reading assignments. We also observed the differences in the applicability level of phonological rules in the same grades and meanings of words.
Discussion & Conclusion
The orders in which the words were presented should be considered when evaluating children’s reading abilities. The differences in a student’s ability to apply phonological rules to either meaningful or meaningless words should also be considered. Furthermore, due to the different applicability levels among phonological rules, it is important to prioritize the phonological rules when establishing reading evaluations and intervention plans.