Cat in the hat or cat in the cap? An investigation of the developmental trajectories of phonological awareness for Korean children

Journal of Research in Reading

Volumn 31, Issue 4, 2008, Pages 359-378

  Kim, Young Suk ^a,b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 53349171326     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2008.00379.x     Document Type: Article

References (53)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge : MIT Press.
2. Aheeaegae Hangul onje gahruchilgga? [When should we start teaching Hangul?] (2002). The Jungang Daily, 26 December.
3. Anthony, J.L. Lonigan, C.J. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 43 55.
4. Bradley, L. Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI : University of Michigan Press.
5. Bryant, P.E., Maclean, M., Bradley, L.L. Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429 438.
6. Caravolas, M. Bruck, M. (1993). The effect of oral and written language input on children's phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1 30.
7. Carroll, J.M. Snowling, M. (2001). The effects of global similarity between stimuli on children's judgment of rime and alliteration. Applied Psycholinguistics, 22, 327 342.
8. Carroll, J.M., Snowling, M., Hulme, C. Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913 923.
9. Cho, J.-R. McBride-Chang, C. (2005). Correlates of Korean Hangul acquisition among kindergartners and second graders. Scientific Studies of Reading, 9, 3 16.
10. De Cara, B. Goswami, U. (2002). Similarity relations among spoken words: The special status of rimes in English. Behavior Research Methods, Instruments, and Computers, 34, 416 423.
11. De Cara, B. Goswami, U. (2003). Phonological neighbourhood density: Effects in a rhyme awareness task in five-year-old children. Journal of Child Language, 30, 695 710.
12. De Jong, P.F. Van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22 40.
13. Durgonoglu, A.Y. Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281 299.
14. Geudens, A. Sandra, D. (2003). Beyond implicit phonological knowledge: No support for an onset-rime structure in children's explicit phonological awareness. Journal of Memory and Language, 49, 157 182.
15. Geudens, A., Sandra, D. Martensen, H. (2005). Rhyming words and onset-rime constituents: An inquiry into structural breaking points and emergent boundaries in the syllable. Journal of Experimental Child Psychology, 92, 366 387.
16. Gombert, J.E. (1992). Meta-linguistic development. London : Harvester Wheatsheaf.
17. Goswami, U. Bryant, P. (1990). Phonological skills and learning to read. Hove : Erlbaum.
18. Goswami, U., Ziegler, J.C. Richardson, U. (2005). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92, 345 365.
19. Hangul gyoyook bangbupron [Methods of Hangul education] (2002). The Hangyeorae Times, 12 August.
20. Hoien, T., Lundberg, I., Stanovich, K.E. Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171 188.
21. Hulme, C., Hatcher, P.J., Nation, K., Brown, A., Adams, J. Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2 28.
22. Kessler, B. Treiman, R. (1997). Syllable structure and the distribution of phonemes in English syllables. Journal of Memory and Language, 37, 295 311.
23. Kim, C.-G. (1987). A study on syllable structure and some processes in its nucleus in Korean. Mahl [Language], 12, 25 69.
24. Kim, Y.-S. (2007). Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units. Applied Psycholinguistics, 1, 69 94.
25. Kim-Renaud, Y.-K. (1997). The phonological analysis reflected in the Korean writing system. In Y.-K. Kim-Renaud (Ed.), The Korean alphabet: Its history and structure pp. 161 192). Honolulu : University of Hawaii Press.
26. Lee, K.-J. Hahn, M.-S. (1999). Kwango eneuy umwonloncek beunsek [Phonological analysis of advertisement language]. Kwanggo Hakbo [Journal of Advertisement], 1, 61 72.
27. Martensen, H., Maris, E. Dijkstra, T. (2000). When does inconsistency hurt? On the relation between phonological consistency effects and the reliability of sublexical units. Memory and Cognition, 28, 648 656.
28. Metsala, J.L. Walley, A.C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J.L. Metsala L.C. Ehri (Eds.), Word recognition in beginning literacy pp. 89 120). Hillsdale, NJ : Erlbaum.
29. Muter, V., Hulme, C., Snowling, M. Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665 681.
30. Perfetti, C.A., Beck, I., Bell, L.C. Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal. Merrill-Palmer Quarterly, 33, 283 319.
31. Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431 451.
32. Savage, R., Blair, R. Rvachew, S. (2006). Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology, 94, 183 205.
33. Schatschneider, C., Francis, D.J., Foorman, B.R., Fletcher, J.M. Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439 449.
34. Share, D.L. Blum, P. (2005). Syllable splitting in literate and preliterate Hebrew speakers: Onsets and rimes or bodies and codas? Journal of Experimental Child Psychology, 92, 182 202.
35. Singer, J.D. Willett, J.B. (2003). Applied longitudinal data analysis. New York : Oxford University Press.
36. Snow, C.E., Burns, M.S. Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC : National Academy Press.
37. Snowling, M.J., Hulme, C., Smith, A. Thomas, J. (1994). The effects of phonetic similarity and list length on children's sound categorization performance. Journal of Experimental Child Psychology, 58, 160 180.
38. Stahl, S.A. Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221 234.
39. Stanovich, K.E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P.B. Gough, L.C. Ehri R. Treiman (Eds.), Reading acquisition pp. 307 342). Hillsdale, NJ : Lawrence Erlbaum.
40. Stuart, M. (2005). Phonemic analysis and reading development: Some current issues. Journal of Research in Reading, 28 (1), 39 49.
41. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Burgess, S.R. Hecht, S.A. (1997). The contributions of phonological awareness and rapid automatic naming ability to the growth of word reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161 185.
42. Treiman, R. (1983). The structure of spoken syllables: Evidence from novel word games. Cognition, 15, 49 74.
43. Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161 181.
44. Treiman, R. (1992). The role of intrasyllabic units in leaning to read and spell. In P.B. Gough, L.C. Ehri R. Treiman (Eds.), Reading acquisition pp. 65 106). Hillsdale, NJ : Erlbaum.
45. Treiman, R. Zukowski, A. (1991). Levels of phonological awareness. In S.A. Brady D.P. Shankweiler (Eds.), Phonological processes in literacy pp. 67 83). Hillsdale, NJ : Erlbaum.
46. Treiman, R. Zukowski, A. (1996). Children's sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193 215.
47. Tukey, J.W. (1977). Exploratory data analysis. London : Addison-Wesley.
48. Walley, A.C., Metsala, J.L. Garlock, V.M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing: An Interdisciplinary Journal, 16, 5 20.
49. Wimmer, H., Landerl, K. Schneider, W. (1994). The role of rhyme awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12, 469 484.
50. Yip, M. (2002). Non-arguments for sub-syllabic constituents. Journal of Chinese Phonology, 11 [Special Issue], 49 72.
51. Yoon, H.-K., Bolger, D.J., Kwon, O.-S. Perfetti, C.A. (2002). Subsyllabic units in reading. In L. Verhoeven, C. Elbro P. Reitsma (Eds.), Precursors of functional literacy Vol. 11, pp. 139 163). Amsterdam : Benjamins.
52. Yoon, Y.-B. Derwing, B.L. (2001). A language without a rhyme: Syllable structure experiments in Korean. Canadian Journal of Linguistics, 46, 187 237.
53. Ziegler, J.C. Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131 (1), 3 29.