Componential skills in early spelling development in Korean

Scientific Studies of Reading

Volumn 14, Issue 2, 2010, Pages 137-158

  Kim, Young Suk ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77949548727     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888430903034812     Document Type: Article

References (47)

1. Adams, M. J. (1990). Beginningtoread: Thinking and learning abou tprint. Cambridge, MA: MITPress.
2. Bourassa, D., & Treiman, R. (2003). Spelling in children with dyslexia: Analyses from the TreimanBourassa Early Spelling Test. Scientific Studies of Reading, 7, 309-333.
3. Bruck, M., Genesee, F., & Caravolas, M. (1997). A cross-linguistic study of early literacy acquisition. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.
4. Burgess, S. R., & Lonigan, C. J., (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141.
5. Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.
6. Caravolas, M., Kessler, B., Hulme, C., & Snowling, M. (2005). Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. Journal of Experimental Child Psychology, 92, 307-321.
7. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Mahwah, NJ: Erlbaum.
8. Carlisle, J. F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78-103). New York: Guilford.
9. Cassar, M., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children's knowledge of double letters in words. Journal of Educational Psychology, 89, 296-300.
10. Cassar, M., Treiman, R., Moats, L., Pollo, T., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing: An Interdisciplinary Journal, 18, 27-49.
11. Cho, J-R., McBride-Chang, C., & Park, S-G. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing: An Interdisciplinary Journal, 21, 255-274.
12. Deacon, S. H., & Bryant, P. (2005). What young children do and do not know about the spelling of inflections and derivations. Developmental Science, 8, 583-594.
13. Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238.
14. Ehri, L. C. (1998).Grapheme-phone me knowledgeis essential for learning to readword sin English. In J. L. Metsala & L. C. Ehri (Eds.),Word recognitionin beginning literacy (pp.3-40).Mahwah,NJ:Erlbaum.
15. Ehri, L. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19-49.
16. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
17. Fayol, M., Perfetti, C. A., & Rieben, L. (1997). Learning to spell: Research, theory, and practice across languages. Mahwah, NJ: Erlbaum.
18. Foorman, B. R., Francis, D. J., Novy, D. M., & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 456-469.
19. Katzir, T., Kim, Y.-S., Wolf, M., Kennedy, B., Morris, R., & Lovett, M. (2006). How do you spell read? An investigation of the relationship among orthographic recognition and reading related processes in children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 19, 845-872.
20. Kim, Y.-S. (2007). Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units, Applied Psycholinguistics, 28, 67-93.
21. Kim, Y.-S. (2009). The foundation of literacy skills in Korean: The relative contribution of letter-name knowledge and phonological awareness and their interrelationship in Korean. Reading and Writing: An Interdisciplinary Journal, 22, 907-931.
22. Korean Association of Child Studies, & Hansol Education Research Center. (2002). Child development report 2001. Seoul, Korea: Hansol Education.
23. Lee, S. S., Lee, K.-D., Nam, K.-S., Chung, C.-S., Lee, I.-K., & Choi, Y.-C. (1991). Development of a corpus of contemporary Korean for compiling a lexicographical database. Seoul, Korea: Korean Dictionary Compilation Board of Yonsei University.
24. Lonigan, C. J., Wagner, R. K., & Torgesen, J. (2007). Test of preschool early literacy. Austin, TX: Pro-Ed.
25. Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578-588
26. Mahony, D. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6, 19-44.
27. Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191-218.
28. Martins, M. A., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16, 41-56.
29. McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285-308.
30. 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). Mahwah, NJ: Erlbaum.
31. Moats, L. C. (2005). How spelling supports reading. American Educator, 6, 12-22, 42-43.
32. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
33. Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 98, 134-147.
34. Oullette, G. P., & Sénéchal, M. (2008). A window into early literacy: exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading, 12, 195-219.
35. Read, C. (1975). Children's categorizations of speech sounds in English. Urbana, IL: National Council of Teachers of English.
36. Rispens, J. E., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing: An Interdisciplinary Journal, 21, 587-607
37. Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
38. Sohn, H.-M. (1999). The Korean language. Cambridge, UK: Cambridge University Press.
39. Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology, 89, 114-127.
40. Taylor, I. (1980). The Korean writing system: An alphabet? A syllabary? A logography? In P. A. Kolers, M.E.Wrolstad,&H.Bouma(Eds.),Processing of visiblel anguage (pp.67-82).NewYork:Plenum.
41. Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.
42. Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in Language Disorders, 20, 1-18.
43. Treiman, R., & Cassar, M. (1997). Can children and adults focus on sound as opposed to spelling in a phoneme counting task? Developmental Psychology, 33, 771-780.
44. Treiman, R., Cassar, M., & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Child Development, 65, 1310-1329.
45. 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.
46. Wang, M., Park, Y., & Lee, K. R. (2006). Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
47. Williams, K. T. (2007).ExpressiveVocabularyTest (2nd ed.). Minneapolis,MN:PearsonAssessments.