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Commun Sci Disord. 2012;17(3): 508-519.
A Comparison of Elementary Students with Reading Disabilities to Students without Disabilities on Word Recognition Accuracy and Speed
Ae Hwa Kim` , Kyung Soon Choi` , Hyun Seung Jung` , and Min Jung Kim`
Copyright ©2012 The Korean Academy of Speech-Language Pathology and Audiology
김애화(Ae Hwa Kim)| 최경순(Kyung Soon Choi)| 정현승(Hyun Seung Jung)| 김민정(Min Jung Kim)
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Background & Objectives
This study compared word recognition accuracy and speed of elementary students with reading disabilities to students without reading disabilities.
A total of 43 elementary students (27 students without reading disabilities and 17 students with reading disabilities) participated in a battery of 6 word recognition tests (high-frequency regular word, high-frequency phonological change word, low-frequency regular word, low-frequency phonological change word, regular non-word, and phonological change non-word). A two-way MANOVA of the group (2) x grade (2) was conducted.
Major results are summarized as follows: First, word recognition accuracy showed significant differences in 4 out of 6 tests by group. Second, while reaction time in correct responses showed significant differences in all 6 tests by group, reading time in correct responses showed no significant differences in all 6 tests by group. Third, there were no significant differences in reaction time between correct and erroneous responses.
Discussion & Conclusion
Based on the results, the Hangul characteristics and its implications for elementary students with reading difficulties are further discussed in the present study.
Keywords: 단어인지 | 정확도 | 속도 | 반응 시간 | 단어읽기 시간 | word recognition | accuracy
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