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	The Effects of Phonics Training based on Phonological and Morphological Awareness on Reading and Writing Abilities in Children with Reading Difficulties Se-Jin Byun, Soo-Kyung Kim, Kyunghee Jung Commun Sci Disord. 2024;29(2):289-309. Published online June 30, 2024 DOI: https://doi.org/10.12963/csd.240036
	The Effects of a Morphological Awareness-based Intervention Program on Spelling for School-aged Children with Spelling Difficulties Youngun Lee, Kyunghee Jung Commun Sci Disord. 2023;28(2):255-273. Published online June 30, 2023 DOI: https://doi.org/10.12963/csd.23962 Web of Science 1 Crossref 2
	The Relationship between Morphological Awareness and Composition for 3rd and 5th Grade School-aged Children Kyunghee Jung Commun Sci Disord. 2023;28(1):84-96. Published online March 31, 2023 DOI: https://doi.org/10.12963/csd.23951
	The Effects of Vocabulary Intervention Based on Morphological Awareness on the Vocabulary Ability of Elementary School Students with Reading Disabilities Hyuna Kim, Ja-Kyoung Kim Commun Sci Disord. 2022;27(3):541-557. Published online September 30, 2022 DOI: https://doi.org/10.12963/csd.22909
	Predicting Word Reading and Word Writing of Kindergarteners with Phonology, Orthography, Morpho-semantics Sangeun Won, Hyoeun Won, Woojeong Jang, Joungmin Lee, Soyeong Pae Commun Sci Disord. 2020;25(3):517-530. Published online September 30, 2020 DOI: https://doi.org/10.12963/csd.20744 Web of Science 6 Crossref 7
	The Mediating Effects of Vocabulary between Morphological Awareness and Reading Comprehension in School-aged Children Bhuja Chung Commun Sci Disord. 2020;25(2):279-287. Published online June 30, 2020 DOI: https://doi.org/10.12963/csd.20726 Web of Science 3 Crossref 2
	Morphological Awareness of 3rd Grade School-Aged Children at Risk of Vocabulary Development Kyunghee Jung Commun Sci Disord. 2020;25(2):258-265. Published online June 30, 2020 DOI: https://doi.org/10.12963/csd.20708 Web of Science 1 Crossref 2
	Contributions of Related Variables to Reading Comprehension in School-Age Children: A Two-Year Longitudinal Study Bhu Ja Chung, Hyojin Yoon Commun Sci Disord. 2019;24(3):636-646. Published online September 30, 2019 DOI: https://doi.org/10.12963/csd.19648 Web of Science 2 Crossref 2
	Morphological Awareness of Connective Endings in 1st through 4th Grade Children with and without Language Delay from Culturally Diverse Families Seoung-Eun Shim, Bhu Ja Chung Commun Sci Disord. 2019;24(2):367-378. Published online June 30, 2019 DOI: https://doi.org/10.12963/csd.19617 Web of Science 1 Crossref 1
	Correlation among Morphological Awareness, Reading Fluency and Spelling for School-Aged Children with Language-Learning Disabilities in Third to Fourth Grades Hyo-Jung Han, Mibae Kim Commun Sci Disord. 2018;23(2):347-359. Published online June 30, 2018 DOI: https://doi.org/10.12963/csd.18487 Web of Science 4 Crossref 4
	Relative Contributions of Components to Different Reading Comprehension Tasks in Grade 3-4 Bhu Ja Chung, Young Tae Kim, Hyo Jin Yoon Commun Sci Disord. 2017;22(1):66-75. Published online March 31, 2017 DOI: https://doi.org/10.12963/csd.17375 Web of Science 6 Crossref 6
	Morphological Awareness of 1st to 3rd Grade School-Aged Children from Multicultural Families Eun Ha Kim, Kyung Hee Jung Commun Sci Disord. 2015;20(2):319-330. Published online June 30, 2015 DOI: https://doi.org/10.12963/csd.15243 Web of Science 5 Crossref 5
	Morphological Awareness and Reading Ability of School-Aged Children from Grades 1 to 3 Kyung-Hee Jung Commun Sci Disord. 2014;19(1):21-30. Published online March 30, 2014 DOI: https://doi.org/10.12963/csd.14113 Web of Science 13 Crossref 14

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