Levels of Phonological Awareness in Korean and English: A 1-Year Longitudinal Study.

Jeung‐Ryeul Cho · Catherine A. McBride-Chang

108 citations0/0 files storedJournal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

The present study examined associations of levels of phonological awareness to word recognition in Korean and English in a 1-year longitudinal study of 91 children from Masan, Korea. With performances on tasks of speeded naming, vocabulary, and Korean Hangul in 2nd grade statistically controlled, only Korean syllable deletion predicted unique variance in 3rd-grade Korean Hangul reading; phoneme-level awareness did not predict 3rd-grade Korean word recognition. In contrast, only phoneme-level awareness in Korean predicted subsequent English word recognition. When English phonological awareness measures administered at Time 2 were included in regression equations, the strongest predictors of 3rd-grade Korean word recognition were 2nd-grade Korean Hangul reading and 2nd-grade syllable deletion. In contrast, the strongest predictors of English word recognition were ages in 2nd grade and phoneme awareness in English at Time 2. Results underscore the importance of different levels of phonological awareness for understanding reading across scripts.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 108 citations exist upstream.

References

1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1987The nature of phonological processing and its causal role in the acquisition of reading skills.1990Beginning to read: thinking and learning about print 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1993Cross-language transfer of phonological awareness.2013Phonological Processes in Literacy 1999Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.2003Prediction of first-grade reading in Spanish-speaking English-language learners.

Cited by

2009Flexibility in young second‐language learners: examining the language specificity of orthographic processing 2011Morphological Awareness, Phonological Awareness, and Literacy Development in Korean and English: A 2-Year Longitudinal Study 2012Development of phonological awareness in English–Mandarin bilinguals: A comparison of English–L1 and Mandarin–L1 kindergarten children 2009

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.