Relations of emergent literacy skill development with conventional literacy skill development in Korean
Relations of emergent literacy skill development with conventional literacy skill development in Korean
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DOI：
10.1007/s11145-010-9240-4
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发表时间：
2011-07-01
影响因子：
2.5
通讯作者：
Petscher, Yaacov
中科院分区：
文献类型：
--
作者：
Kim, Young-Suk;Petscher, Yaacov
本研究调查了初始状态和新兴识字技能增长率的相对贡献（即，语音意识、字母名称知识、词汇和快速序列命名）到常规识字技能的初始状态和增长率（即，单词阅读、伪单词阅读和拼写）。共有215名4岁儿童接受了大约15个月的随访。结果表明：（1）字母名称知识、语音意识和快速连续命名对常规识字技能的影响是一致的;（2）儿童的初始水平对获得常规识字技能的重要性。这些结果进行了讨论，根据韩国的语言和文字系统的特点。
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.