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ORIGINAL ARTICLE
Commun Sci Disord. 2007;12(3): 412-428.
Reading Comprehension Ability in School-Aged Children
Jin-ae Hwang` , Young-Tae Kim` , and Ju-yeon Lee`
Copyright ©2007 The Korean Academy of Speech-Language Pathology and Audiology
황진애(Jin-ae Hwang)| 김영태(Young-Tae Kim)| 이주연(Ju-yeon Lee)
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ABSTRACT

Background & Objectives
Reading comprehension ability has a close relationship with academic achievement and social function. In this study, thus, we investigated the reading comprehension ability in school-aged children.
Methods
A total of 120 children (30 children of each grade 2, 3, 4, and 5) participated in this study. The experimental tasks consisted of four reading texts and other language assessments.
Results
The results obtained in the present study were as follows: (1) The total score of reading comprehension tasks of the 2nd grade children was significantly lower than that of children of the other grades; (2) The scores of main idea comprehension tasks of the 2nd grade children were significantly lower than those of 4th and 5th grade children; (3) The scores of referential comprehension and inferential comprehension tasks of the 2nd grade children were significantly lower than those of children of the other grades; and (4) Vocabulary ability has the most intense correlation with reading components.
Discussion & Conclusion
Reading comprehension ability has a critical development period before the 4th grade. Therefore, early evaluation and mediation of reading comprehension in schoolchildren is needed. Since reading comprehension has many phases and various elements could influence the development of this ability, we have to take these factors into consideration during the assessment of a student’s reading comprehension.
Keywords: 읽기이해력 | 중심내용파악능력 | 참조능력 | 추론능력 | reading comprehension ability | main idea | referential meaning
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