The Effect of Linguistic Knowledge and Korean Phonotactic Probability on Nonword Repetition and Fast Mapping Ability

Abstract

This work is based on the master's thesis of the first author (2018). Objectives: The present study aimed to discover whether specific variables correlated with performance of non-word repetition (NWR) and fast mapping (FM) in each group, and whether the mean score of correct response per non-word correlated with each biphone phonotactic probability (PP) in the NWR and FM comprehension task of each group. Methods: Fifteen children with specific language impairment (SLI) and 20 age-matched children with normal language (NL) from 4-to 6-year-old participated in this study. We performed NWR and FM tasks according to wordlikeness by adjusting biphone PP. Two-way mixed ANOVA and Pearson correlation coefficient were used to analyze the data. Results: The main effect of the group was significant in all tasks. In NWR and FM comprehension, the main effect of wordlikeness was significant. There was no interaction in any task. Also, the SLI group showed significant correlation between NWR, age, receptive, and expressive vocabulary. The NL and SLI groups showed significant correlation between mean score per non-word item and each non-word biphone PP in the NWR, and only the SLI group showed significant correlation between mean score per non-word item and non-word biphone PP in FM comprehension. Conclusion: The results indicate that Korean language is also affected by PP. In addition, an advantage of high wordlikeness is that the NWR and FM, which are known to tap underlying language processing, are affected by Korean PP, and that both NL and SLI are influenced by linguistic knowledge. These results suggest the need to consider PP in evaluation and intervention with Korean non-words.

Orthographic Awareness through Orthographic Fast-Mapping of Children with Low-Reading-Achievement in Lower Grades in Elementary School

“…그러나 이 과정에서 언어적인 어려움을 가진 아동들은 언어 자체의 어려움에 더하여 시간적인 지연과 인지적인 부담이 더 욱 증가하기 때문에 더 낮은 수행력을 보인다고 보고된다 (Gray, 2005). 특히, 읽기부진 아동은 읽기와 쓰기의 어려움을 겪는데, 그 에 따른 요인으로 철자에 대한 인식이 느린 이유를 뽑고 있으며 (Yang & Lee, 2016), 읽기부진 아동의 시각적인 처리와 주의집중의 결함 (August & Garfinkel, 1990) (Bae & Yim, 2018). 그 중 단어유사성 정도에 따라 과제 수행력이 달라진다는 연구들이 보고되는데 (Vitevitch & Luce, 2004) (Apel et al, 2012;Barber, 2013).…”