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ORIGINAL ARTICLE
Commun Sci Disord. 2021;26(3): 589-600.
Published online September 30, 2021.
doi: https://doi.org/10.12963/csd.21837
Word Decoding Abilities of 1st Graders with Developmental Dyslexia Considering Reading Severity and Word and Syllable Structure
Haerim Yua , Hyoeun Wona , and Soyeong Paeb
aDepartment of Speech-Language Pathology and Audiology, Graduate School of Hallym University, Chuncheon, Korea
bDivision of Speech pathology and Audiology, Institute of Audiology & Speech Pathology, Hallym University, Chuncheon, Korea
Corresponding Author: Soyeong Pae ,Tel: +82-33-248-2214, Fax: +82-33-256-3420, Email: spae@hallym.ac.kr
Received July 5, 2021  Revised: August 5, 2021   Accepted August 5, 2021
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ABSTRACT
Objectives
This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.
Methods
Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.
Results
Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed similar performances in reading syllable-initial graphemes while the severe group had lower performances both in reading syllable-medial vowel graphemes and syllable-final consonant graphemes compared to the less-severe group.
Conclusion
Korean 1st graders with developmental dyslexia seemed to be in urgent need of decoding support considering word and syllable structure. Triggering the non-lexical route with non-words considering the grain size of syllable-medial vowel graphemes and syllable-final graphemes would facilitate word decoding abilities of severely dyslexic Korean children.
Keywords: Korean | Developmental dyslexia | Severity of decoding difficulties | Grain size of syllable-final graphemes
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