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Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study
Author(s) -
Park HyunRin,
Uno Akira
Publication year - 2015
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.1500
Subject(s) - spelling , hangul , fluency , psychology , reading (process) , phonological awareness , cognition , vocabulary , cognitive psychology , dyslexia , linguistics , literacy , computer science , speech recognition , mathematics education , pedagogy , philosophy , neuroscience
The purpose of this cross‐sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4. In spelling, reading ability and receptive vocabulary were the most important abilities for accurate Hangul spelling. The results suggested that the degree of cognitive abilities required for reading and spelling changed depending on expertise and reading experience. Copyright © 2015 John Wiley & Sons, Ltd. Key Messages Phonological awareness and visual cognition were important for Hangul reading. Receptive vocabulary was important in both Hangul reading and spelling. Cognitive abilities are required for literacy changed during reading development.