선택한 단어 수는 입니다.
최소 단어 이상 선택하여야 합니다.
최소 단어 이상 선택하여야 합니다.
선택한 단어 수는 30입니다.
최대 10 단어까지만 선택 가능합니다.
최대 10 단어까지만 선택 가능합니다.
제안 방법
- Syllable deletion and phoneme onset deletion tests were served as a phonological awareness test. 1) Syllable deletion: In two practice runs and five trials, the children were asked to delete the first, middle, or final syllable from each three-syllable stimulus item and to answer orally. For example, the tester would say ‘What sound would be left if the middle sound is taken away from the /pa.
- Testing took place in one individual sessions and one group session within a 2-month period. Individual session (Decoding test, Phonologicla short-term memory test, Phonological awareness test, Naming speed test) lasted approximately 20 minutes, and the group session lasted at most 35 to 45 minutes. When the schools were willing to participate, oral and written informed consent was obtained from the curriculum coordinators and classroom teachers.
- For Korean Hangul, a few research studies have focused on the poor comprehenders who have significant deficits in only reading comprehension. It is insufficient to understand poor comprehenders, because the work in this field has focused on dyslexics and or intervention studies [8]. Thus, in this paper, we clarify the characteristics of poor comprehenders between poor decoders and normal readers in Korean.
- Nonword repetition test was served as a phonological short-term memory test (1 practice run and 7 trials). The children were required to complete nonword repeeition tasks with stimuli composed of 4 to 10 syllables (CV or CVC structures).
- ’ The progress of integration and inference are important to read the text, and working memory serves as a buffer for the most recently read propositions in a text, enabling their integration to establish coherency and hold information retrieved from long-term memory[7]. On the other hand, in the results of our study, poor comprehenders did not have significantly lower scores on the Rey -Osterrieth Complex Figure Test (ROCFT) immediate recall and delayed recall tests which were used as visual short-term memory measures. Nation et al.
- Our purpose of this study was to clarify the characteristics of reading-related skills in children with reading comprehension difficulties (Poor comprehenders), word decoding difficulties (Poor decoders), and normal readers in Korean Hangul. To evaluate these vies, ANOVA were conducted.
- These tasks were administered in random order to children in the June and July of their first- and second-grade year. Testing took place in one individual sessions and one group session within a 2-month period. Individual session (Decoding test, Phonologicla short-term memory test, Phonological awareness test, Naming speed test) lasted approximately 20 minutes, and the group session lasted at most 35 to 45 minutes.
- Nonword repetition test was served as a phonological short-term memory test (1 practice run and 7 trials). The children were required to complete nonword repeeition tasks with stimuli composed of 4 to 10 syllables (CV or CVC structures). The children were asked to listen to each nonword carefully and then to repeat the nonword.
대상 데이터
- A total 285 children were enrolled in our study (Grade 1: n = 112, Grade 2: n = 173). All participants were native speakers of Korean in Daegu Metropolitan City, South Korea.
- A total 285 children were enrolled in our study (Grade 1: n = 112, Grade 2: n = 173). All participants were native speakers of Korean in Daegu Metropolitan City, South Korea. All of the children attended the same school serving of Education curriculum.
데이터처리
- The group differences were assessed using a Tukey’s post hoc test if the ANOVA was significant.
- Z-scores of each grade of the all tests were used in this study due to each reading groups composed not only Grade 1 but also Grade 2. Z-scores of three reading groups were compared separately using one-way ANOVA tests. The group differences were assessed using a Tukey’s post hoc test if the ANOVA was significant.
이론/모형
- The Rey-Osterrieth Complex Figure Test (ROCFT) with copy drawing, immediate recall, and delayed recall was used in order to assess visual information processing abilities. The ROCFT has been used for the assessment of visuoconstructional drawing ability and visual memory [39].
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