Reading Fluency of First and Second Grade Children from Multicultural Backgrounds

Shim, Go-u-ni; Kyunghee, Jung

doi:10.15724/jslhd.2012.21.2.006

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Third, naming speed and orthographic awareness were found to be the predicting variables of the literacy of the multicultural family children with underachievement. This is different from the founding of previous studies that phonological awareness is a variable affecting the literacy of general children [5][16] [18]. This suggests that multicultural family children with underachievement have reading and writing problems at a more basic level than grapheme-phoneme correspondences.…”

Section: Resultscontrasting

confidence: 97%

“…Multicultural family children have been reported to have lower abilities in reading, writing, vocabulary and composition than those of general children, rather than experiencing many communication difficulties in daily life [5]. It was found that one of their major difficulties with the Korean language is difficulty in literacy, the ability to read and write [4] [6].…”

Section: Introductionmentioning

confidence: 99%

“…Children with underachievement exhibited lower literacy performance than that of general students, and that the predictor variables include phonemic awareness, short-term memory, naming speed, visual figure-ground perception and morphemes [7]. A some studies found that for second grade elementary school students, predictor variables affecting reading are phonemic awareness and syllable awareness [8] another study examined the characteristics of reading fluency by analyzing reading speed, error frequency and error types of multicultural family children who were first and second grade elementary school students [5] and [4] found that learning therapy is effective for improving reading and writing abilities after conducting it on children with underachievement. If lower-grade elementary school children have difficulties with phonological awareness, reading fluency and reading comprehension, they are highly likely to continue to have difficulties in upper grades.…”

Section: Introductionmentioning

confidence: 99%

“…There are some Korean studies conducted on multicultural family children. They include studies that examined the literacy ability of multicultural and low-income family children [6] [13], studies on multicultural family children's reading fluency [5] [15], and studies that examined the effect of a learning therapy program for multicultural family children [4]. However, there are insufficient studies that examined tests of multicultural family children's overall literacy; such studies need to be conducted so as to correctly identify and address reading and writing problems of multicultural family children with underachievement.…”

Section: Introductionmentioning

confidence: 99%

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

2019

APJCRI

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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.

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Section: Resultscontrasting

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

2019

APJCRI

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Morphological Awareness of 1st to 3rd Grade School-Aged Children from Multicultural Families

김은하¹,

정경희²

2015

Commun Sci Disord

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This work is based on a part of the first author's master's thesis from Yongin University. Objectives: The purpose of this study was to investigate the morphological awareness of 1st to 3rd grade students from multicultural families and non-multicultural families. Methods: The subjects of this study were 13 students from multicultural families and 13 students from non-multicultural families. The experiments consisted of morphological awareness, decoding, reading fluency, and reading comprehension ability tasks. Frequency of correct answers and frequency of incorrect answers were compared and analyzed for the respective groups. Results: The results of this study can be summarized as follows. First, there were significant differences in morphological awareness between the two groups, with students from multicultural families performing worse. Additionally, there were significant differences in the opaque type, derivation type, and combination type of morphological awareness tests, again with children from multicultural families performing below their peers. Second, there were significant differences in double use error types and nontransformation error types. The children from multicultural families showed errors more frequently than those from non-multicultural families. Third, there were significant correlations between morphological awareness and all other reading variables in the two groups. Conclusion: The results of the present study suggest that in spite of normal receptive vocabulary development and reading ability, children from multicultural families display lower mean values in morphological awareness than their peers from non-multicultural families.

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

Chae¹,

Kim²

2019

Commun Sci Disord

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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.

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Reading Fluency of First and Second Grade Children from Multicultural Backgrounds

Cited by 5 publications

References 6 publications

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

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

Morphological Awareness of 1st to 3rd Grade School-Aged Children from Multicultural Families

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

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