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ERIC Number: EJ855312
Record Type: Journal
Publication Date: 2009-Sep
Pages: 25
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0922-4777
The Foundation of Literacy Skills in Korean: The Relationship between Letter-Name Knowledge and Phonological Awareness and Their Relative Contribution to Literacy Skills
Kim, Young-Suk
Reading and Writing: An Interdisciplinary Journal, v22 n8 p907-931 Sep 2009
This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results revealed that although both letter-name knowledge and phonological awareness made unique contributions to literacy skills (i.e., word reading, pseudoword reading, and spelling), letter-name knowledge played a more important role than phonological awareness in literacy acquisition in Korean. Letter-name knowledge explained appreciably greater amount of variance and had larger effect sizes in literacy skills. Furthermore, children with greater syllable, body (e.g., segmenting "cat" into "ca-t"), and phoneme awareness had higher levels of letter-name knowledge. In particular, children's syllable awareness and body awareness were positively associated with their letter-name knowledge, even after controlling for children's phoneme awareness. These results suggest that Korean children's awareness of larger phonological units (i.e., syllable and body) in addition to phoneme awareness may mediate the relationship between letter-name knowledge and literacy acquisition in Korean, in contrast with previous findings in English that have demonstrated a positive relationship only between phoneme awareness and letter-name knowledge, and the hypothesis that phoneme awareness mediates the relationship between letter-name knowledge and literacy acquisition.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A