Reading and Writing

, Volume 24, Issue 6, pp 635–656 | Cite as

Relations of emergent literacy skill development with conventional literacy skill development in Korean

  • Young-Suk Kim
  • Yaacov Petscher


The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.


Relative contributions Emergent literacy skills Longitudinal Korean Pseudoword reading Spelling Word reading 


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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Florida Center for Reading ResearchFlorida State UniversityTallahasseeUSA
  2. 2.College of Education/Florida Center for Reading Research, C234D, Department of PsychologyFlorida State UniversityTallahasseeUSA

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