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ORIGINAL ARTICLE
Commun Sci Disord. 2011;16(2): 154-170.
Spelling Ability of the Final Consonants in Children with Reading Disabilities
Youn-Jung Choi` , Young Tae Kim` , Hea Ryun Yun` , and Jee Eun Sung`
Copyright ©2011 The Korean Academy of Speech-Language Pathology and Audiology
최윤정(Youn-Jung Choi)| 김영태(Young Tae Kim)| 윤혜련(Hea Ryun Yun)| 성지은(Jee Eun Sung)
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ABSTRACT

Background & Objectives
The purposes of this study were 1) to examine whether there are significant differences in accuracy depending on the type of tasks and word familiarity in children with reading disabilities compared to those in the age-matched typically developing children, 2) to examine whether there were significant differences in accuracy depending on the task type and the existence of phonological rules between the groups, and 3) to investigate the types of spelling errors in the spelling dictation and recognition tasks in children with reading disabilities and the control group.
Methods
A total of 40 children participated in the study, including 20 children with reading disabilities (RD) and 20 age-matched typically developing children (TD). The children were fourth- and fifth-graders from the same elementary school. Dictation and recognition tasks were developed for this study, each consisting of 42 words. The words were divided into familiar and unfamiliar word groups according to the existence of phonological rules such as liaison, aspiration, neutralization, consonant cluster simplification, and consonant assimilation. A three-way mixed ANOVA was computed with the group as a between-subject factor and the type of task and word-familiarity as within-subject factors.
Results
1. There was a significant main effect for the children with RD showing significantly worse performance than that of the TD group, with better performance shown with the familiar words compared to that of the unfamiliar word. 2. There was a significant main effect of group, showing that children with RD performed significantly worse than did the age-matched control children, with better performance shown for words with phonological rules compared to that of words with no phonological rules. 3. Both groups showed similar error patterns in the final consonants, including those of both phonetic and replacement errors. However, children with RD showed more frequent errors in the words with final consonant clusters and final consonant rules than did the age-matched control group. Discussion & Conclusions: Greater differences were observed in children with RD compared to that of those in the TD group as a function of task type and phonological rules. The error types regarding the phonological rule were consistent in RD children, whereas they were not consistent in the age-matched control group.
Keywords: 낱말친숙도 | 음운규칙 | 학령기 읽기장애 | 받침철자쓰기 | 받침철자 인식 | word familiarity | phonological rules
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