A Study on the Literacy of Multicultural Family Children with Underachievement and Cognitive-Linguistic Variables Using the Korean Test of Literacy Diagnosis

Abstract

This study aims to identify cognitive-linguistic variables affecting the literacy of multicultural family children with underachievement. The study subjects were 27 multicultural family children who were first and second grade elementary school students living in Jeollanam-do Province and the city of Gwangju. They were receiving special study guidance in reading and writing at community child centers. The research instrument used in the study was the Korean Test of Literacy Diagnosis (K-TOLD) [1]. The results of the analysis are as follows. First, multicultural family children with underachievement received mean scores of 27.00 in reading, 4.22 in writing and 23.77 in reading fluency. Second, phonological awareness and morphological awareness were found to be correlated with the literacy of the multicultural family children with underachievement. Third, naming speed and orthographic awareness were found to be the predicting variables of the literacy of the multicultural family children with underachievement. This suggests that multicultural family children with underachievement have reading and writing problems at a more basic level than grapheme-phoneme correspondences. Therefore, in terms of reading and writing, new approaches that are different from those provided to general children or underachievers should be developed for multicultural family children with underachievement, and a variety of intervention programs need to be developed for them through diagnosis of reading and writing.

The Effect of Storytelling Through Craft Activities on Reading, Writing and Reading Fluency in Students with Learning Difficulties

“…For this study, the Korea Test of Literacy Diagnosis [22], a standardized test tool used in the study of Ryu Sung-yong [25] and Jeong Hye-won [26], was used to find out the effectiveness of the story-telling program in the craft activities of students with learning difficulties, and pre-and post-tests were conducted with the reading, writing, and reading fluency tests of this tool. To find out the homogeneity of participating students.…”