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The Effect of Intervention Using a Gamification-Based Morphological Approach on the Writing Skills of Children with Poor Writing Skills
Hyo Hee Kim, Youngmee Lee, Ki-Hyung Hong, Young Tae Kim
Commun Sci Disord. 2021;26(2):348-365.   Published online June 30, 2021   DOI: https://doi.org/10.12963/csd.21812
                        
Developmental Characteristics of Spelling Ability of Kindergarten to 3rd Grade Children
Kyung Hee Jung
Commun Sci Disord. 2019;24(1):19-30.   Published online March 31, 2019   DOI: https://doi.org/10.12963/csd.19592
                        
Spelling Characteristics of Early Grade Elementary School Children with Language Learning Disabilities
Song-I Han, Kyung Hee Jung
Commun Sci Disord. 2018;23(2):313-326.   Published online June 30, 2018   DOI: https://doi.org/10.12963/csd.18482
                        
The Decoding Skills of School-aged Children with Poor Reading Skills
Hyo Jin Yoon, Mibae Kim, Soyeong Pae
Commun Sci Disord. 2011;16(4):582-596.
Spelling Ability of the Final Consonants in Children with Reading Disabilities
Youn-Jung Choi, Young Tae Kim, Hea Ryun Yun, Jee Eun Sung
Commun Sci Disord. 2011;16(2):154-170.
A Comparison of the Ability of 2nd Graders and 5th Graders to Apply Phonological Rules in Reading Exercises
Yoo-Jin Lim, Young-Tae Kim
Commun Sci Disord. 2008;13(4):635-653.
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