Objectives: Korean developmental dyslexic upper grade children’s text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository).Methods: Sixteen... more
Objectives: Korean developmental dyslexic upper grade children’s text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository).Methods: Sixteen 5th to 6th graders with developmental dyslexia (DD) and grade and cognition-matched typically developing children (TD) participated in 4 text comprehension tasks. Each child responded to 32 questions, 8 in each text, tapping comprehension of texts counterbalancing the effect of mode and type of texts.Results: First, children with DD performed lower than TD children in text comprehension, reflecting developmental dyslexic Korean children’s performance cross linguistically even with the high orthographic transparency of Hangeul. Second, children with DD performed better in the mode of reading compared to the mode of listening, which was the same as the TD children. Third, the effect of type of text was meaningful to only children with DD, while TD chil...
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The naming deficit has been defined as a problem in generating a specific word in any given situation. Children and adults with oral and/ or written language impairment s are often inaccurate when naming objects. Therefore, naming ability... more
The naming deficit has been defined as a problem in generating a specific word in any given situation. Children and adults with oral and/ or written language impairment s are often inaccurate when naming objects. Therefore, naming ability has been examined repeatedly in an effort to under stand normal and disordered language behaviors. The purpose of this study was to examine the development of naming ability of 80 normal Korean children aged 2, 3, 4, and 5 year s and to investigate the error types of naming. The following result s were found in the experiment : (1) The accuracy of naming increased in line with the increase of age: 12.04 % for the 2-year - olds, 26.65 % for the 3-year - olds, 45.31 % for the 4-year - olds, and 62.04 % for the 5-year - olds, (2) The number of error s for each error type (except for phonological errors) significantly decreased as children got older . The implications of the results were discussed.ope
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Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders... more
Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.Results: Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed ...
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Children with specific language impairment (SLI) are known to have limited lexicons. Previous studies implicate a possible processing problem, in the form of a limited ability to comprehend new words in settings that require Quick... more
Children with specific language impairment (SLI) are known to have limited lexicons. Previous studies implicate a possible processing problem, in the form of a limited ability to comprehend new words in settings that require Quick Incidental Learning (QUIL). This study investigates further the factors contributing to limited QUIL by examining the effects of input frequency and word type (nouns vs. verbs). In addition, immediate versus long-term memory was examined for possible problems with storage mechanisms. Subjects were 30 5-year-old SLI children with receptive and expressive language deficits and two comparison groups of normally developing children: 30 MLU-equivalent and 30 CA-equivalent. The subjects were randomly assigned to one of three experimental conditions in which they viewed video story presentations in which targeted words were embedded. The conditions varied by number of word presentations, 0, 3, or 10. The 0 condition was a control condition in which familiar words...
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... 3;0-3;11 4;0-4;11 5;0-5;11 German Korean Turkish Figure 1. Noun naming Á overall comparison. 0 10 20 30 ... 3;0-3;11 4;0-4;11 5;0-5;11 German Korean Turkish Figure 2. Verb naming Á overall comparison. CROSSLINGUISTIC STUDY OF NOUN AND... more
... 3;0-3;11 4;0-4;11 5;0-5;11 German Korean Turkish Figure 1. Noun naming Á overall comparison. 0 10 20 30 ... 3;0-3;11 4;0-4;11 5;0-5;11 German Korean Turkish Figure 2. Verb naming Á overall comparison. CROSSLINGUISTIC STUDY OF NOUN AND VERB ACQUISITION 1057 ...