Abstract
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners, who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands for reading of regular and irregular words, based on the dual-route model, in Korean Hangul.
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Acknowledgements
This research was supported by the Korea Research Foundation Grant funded by the Korean Government (MOEHRD) (R05-2004-000-11520-0) to Jeung-Ryeul Cho. This research was also partially supported by Research Grants Council grant #4257/03H from the Hong Kong government to Catherine McBride-Chang. We are grateful to In-Sug Whang, Young-Me Paek, Hae-Won Park, and Sue-Eun Cho for their assistance in data collection. We also thank the students, teachers, and headmasters of Hansarang, Yoosung, and Daeja Kindergartens in Korea for the participation in this study.
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Cho, JR., McBride-Chang, C. & Park, SG. Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers. Read Writ 21, 255–274 (2008). https://doi.org/10.1007/s11145-007-9072-z
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DOI: https://doi.org/10.1007/s11145-007-9072-z