Hierarchical Relation Model of Word Reading and Word Writing in Korean Preschool Children with and without Language Delay

Kim, Sodam; Yu, Haerim; Pae, Soyeong

doi:2025.30.1.87

ORIGINAL ARTICLE

Commun Sci Disord. 2025;30(1): 87-98.
Published online March 31, 2025.
doi: https://doi.org/10.12963/csd.250093

Hierarchical Relation Model of Word Reading and Word Writing in Korean Preschool Children with and without Language Delay

Sodam Kim^a

, Haerim Yu^b

, and Soyeong Pae^b ^,c

^aDepartment of Speech-Language Pathology and Audiology, Graduate School of Hallym University, Chuncheon, Korea
^bResearch Institute of Audiology and Speech Pathology, Hallym University, Chuncheon, Korea
^cDivision of Speech pathology and Audiology, Hallym University, Chuncheon, Korea

Corresponding Author: Soyeong Pae ,Tel: +82-33-248-2214, Fax: +82-33-256-3420, Email: spae@hallym.ac.kr

Received January 4, 2025 Revised: February 24, 2025 Accepted March 8, 2025

ABSTRACT

Objectives
The aim of this study was to propose a hierarchical relation model for word reading and word writing abilities in Korean preschool children. This study examined the direct and indirect influences of working memory, semantic, orthographic, and phonological abilities on word reading and word writing in children with and without language delay.
Methods
The study included 155 children aged 5 years in kindergarten, classified into two groups; 80 children with language delay (LD) and 75 children with typical development (TD). Structural equation modeling (SEM) was conducted to test four alternative models for each group. Model fit was evaluated using CFI, TLI, RMSEA, SRMR, and χ²/df indices.
Results
Among the four alternative models, the one with the best fit indices was selected as the final model. In the TD group, semantics, orthographic, and phonological abilities directly influenced word reading and word writing, whereas in the LD group, only orthographic abilities showed a direct influence. In both groups, working memory indirectly influenced word reading and word writing.
Conclusion
This study proposed a hierarchical relation model of word reading and word writing for Korean preschool children aged 5 years, providing evidence on early literacy development and related factors. In addition, this study was significant in identifying the direct and indirect patterns influencing word reading and word writing by comparing children with and without language delay.

Keywords: Word reading | Word writing | Children with/without language delay | Preschool | Structural equation modeling (SEM)