{"title":"The relation of metalinguistic skills and vocabulary to spelling in Korean children with hearing loss","authors":"Jeung-Ryeul Cho, Sung-Yong Ryu, Soon-Gil Park","doi":"10.1007/s11145-024-10574-z","DOIUrl":null,"url":null,"abstract":"<p>This study investigated the relationships between metalinguistic skills, including phonological, orthographic, and morphological awareness, and Hangul-word spelling in Korean first through third graders, encompassing both deaf and hard of hearing (DHH) children and children with typical hearing (TH). The participants comprised 24 children with cochlear implants (CIs), 24 children with hearing aids (HAs), and 24 TH children, matched for chronological age, vocabulary age, and nonverbal intelligence. Results indicated that DHH children with CIs and HAs exhibited delays in spelling accuracy and in all metalinguistic skills compared to their TH peers, with no significant differences observed between children with CIs and those with HAs. In DHH children, vocabulary showed a strong and negative correlation with spelling and morphological awareness, whereas these correlations were not significant in TH children. Hierarchical regression analysis revealed that phonological, orthographic, and morphological awareness independently contributed to the unique variance in spelling accuracy beyond vocabulary knowledge in DHH children, while phonological and orthographic awareness remained significant in TH children. These findings suggest that metalinguistic skills and vocabulary knowledge play different roles in Korean word spelling during the initial three years of elementary school for DHH and TH children in Korea.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"23 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10574-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigated the relationships between metalinguistic skills, including phonological, orthographic, and morphological awareness, and Hangul-word spelling in Korean first through third graders, encompassing both deaf and hard of hearing (DHH) children and children with typical hearing (TH). The participants comprised 24 children with cochlear implants (CIs), 24 children with hearing aids (HAs), and 24 TH children, matched for chronological age, vocabulary age, and nonverbal intelligence. Results indicated that DHH children with CIs and HAs exhibited delays in spelling accuracy and in all metalinguistic skills compared to their TH peers, with no significant differences observed between children with CIs and those with HAs. In DHH children, vocabulary showed a strong and negative correlation with spelling and morphological awareness, whereas these correlations were not significant in TH children. Hierarchical regression analysis revealed that phonological, orthographic, and morphological awareness independently contributed to the unique variance in spelling accuracy beyond vocabulary knowledge in DHH children, while phonological and orthographic awareness remained significant in TH children. These findings suggest that metalinguistic skills and vocabulary knowledge play different roles in Korean word spelling during the initial three years of elementary school for DHH and TH children in Korea.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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