Reading Ability of Korean Lower Graders with Specific Language Impairment

Objectives: The purpose of this study was to investigate characteristics of writing ability and writing related variables such as executive functioning (syntactic ability, sentence construction, planning ability) and working memory. Additionally, this study tried to find out the variables that can discriminate between the four groups.Methods: Fourteen 1st to 2nd graders in each group (dyslexia (DY), dyslexia with language difficulty (LRD), language difficulty without dyslexia (LD), and typical development (TD)) participated in four writing tasks and four writing related tasks.Results: First, there were three performance groups in word writing and sentence writing (TD > LD > DY = LRD), while there were two different groups were observed in short text writing and handwriting (TD = LD > DY = LRD). Secondly, there were three performance groups in syntactic skills and sentence construction (TD> DY> LD= LRD) and in planning skills (TD> DY= LD> LRD), while there were two performance groups in copying (TD= LD> DY= LRD). Thirdly, discriminant analysis showed a 94.6% hit ratio; and word writing, syntactic ability, sentence construction, and sentence writing were good discriminators for the four groups.Conclusion: This study was meaningful in including four groups of children considering language and decoding abilities. For 1st to 2nd graders, sentence writing and word writing assessment and intervention considering executive functions seem to play the key role for each student’s school adaptation with language and/or reading difficulties.

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Writing Skills in 1st to 2nd Graders with Language Difficulties, Typical Development, and Dyslexia with/without Language Difficulties

Jang¹,

Soyeong²

2023

A Study of the Correlation between Syntactic Awareness Characteristics and Reading Comprehension for School-Aged Children with Language-Learning Disabilities in Grades 3-4

조민경¹,

Kim²

2019

Objectives:In the 3rd and 4th grades of elementary school, reading comprehension is beginning to develop. It is necessary to look at the sentences that make up the text. At school age, it is necessary to examine syntactic ability at a higher level considering language development is also at a higher level. The purpose of this study was to identify the correlation among syntactic awareness and reading comprehension in 3rd and 4th grades. Methods: The participants were 16 children with language learning disabilities (LLD) and 16 typically developing (TD) children. This study performed a syntactic awareness test anda reading comprehension test. This study was composed of sentences categorized into a basic sentence type (simple sentence, complex sentence) and a complex sentence type (compound sentence, embedded sentence). Results: First, when comparing syntactic awareness according to group and basic sentence type, LLD children showed lower performance than TD children. Second, when comparing syntactic awareness according to groups and complex sentence types, LLD children exhibited lower performance than TD children. Third, in both groups, there was a significant correlation between syntactic awareness and reading comprehension. Conclusion: LLD children showed different characteristics according to the type of sentence, and confirmed it is necessary to check the type of complex sentence. In both groups, there was a correlation between syntactic awareness and reading comprehension, and it was confirmed that syntactic awareness affects reading comprehension. This study has significant implications for sentence sub-type, and suggests that there is a need to assess syntactic awareness. 초등 3-4학년 시기는 읽기발달에서 자동화된 해독과 유창한 읽 기가 가능하며 유창한 읽기를 활용하여 읽은 것을 이해하기 시작 한다(Chall, 1983). 읽기의 단순한 관점(simple view of reading)에 따르면 읽기의 최종적인 목표인 읽기이해는 해독(decoding)과 언 어이해(language comprehension)가 필요하다(Hoover & Gough, 1990). 읽은 것을 잘 이해하기 위해서는 낱말, 문장, 담화 수준에서 의 언어능력을 통해 여러 문장을 연결하여 정보를 통합하고 추론 하여 텍스트 수준에서 복잡한 상위인지처리과정을 거쳐야 한다

Semantic/Phonological Error Characteristics and Reading Fluency for School-Aged Children with Language Learning Disabilities in 3rd to 4th Grades

Chae¹,

Kim²

2019

This work is based on the master's thesis of the first author. Objectives: The time period between grades 3 and 4 is the period when reading fluency (RF) is achieved. RF should be achieved before reaching the final goal of reading, and reading comprehension. Therefore we investigated the RF of children with language learning disabilities (LLD) with language problems. And investigated the characteristics of reading error in detail. Methods: Seventeen children LLD in the 3rd and 4th grades of elementary school, 17 typically developing (TD) children who matched in grade level and were from the same area, for a total of 34 children. RF was examined through reading two stories, and the number of syllables correctly read per minute, accuracy, and speed were examined. The errors were classified into semantic and phonological errors, and the number of errors and error types were examined. Results: It was found that the number of syllables correctly read per minute, accuracy, and speed of reading by children with LLD was significantly lower than that of TD children. Also, the total of both semantic and phonological errors was significantly higher. Substitution was the most frequent type of semantic error. The most common types of semantic errors exhibited by TD children were self-correction, repetition, omission, and addition respectively; whereas the errors exhibited by children with LLD appeared in the order of repetition, omission, addition, and self-correction. Phonological errors were common in the order of repetition, substitution, and self-correction. For TD children addition was more common than omission, and for children with LLD omission was more common than addition. Conclusion: In this study, we examined the RF characteristics of 3-4 graders with LLD and identified semantic and phonological error characteristics. Children with LLD who have difficulties with language and reading have difficulty reading text automatically. In particular, the characteristic of semantic and phonological errors was prominent. Therefore, it is necessary to consider RF in the course of assessment and intervention.