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박현린(Hyun Rin Park),우노 아키라(Akira Uno) 한국언어치료학회 2012 言語治療硏究 Vol.21 No.3
This paper presents a cross-sectional study from grade one to four of 424 normal children and aims to clarify the characteristics of cognitive abilities as predictors of word and non-word fluent reading development. Phonological process tasks, visual cognitive ability tasks, receptive vocabulary, and naming speed were administered to children. The results showed that the factors of naming speed, syllable awareness, and vocabulary contributed uniquely to word reading fluency in Grade 1, while the factors of naming speed, and syllable awareness contributed uniquely to word reading fluency in Grade 2. In addition, the factor of naming speed and vocabulary contributed uniquely to word fluency in Grades 3 and 4. With regard to non-word reading fluency, the factors of naming speed, syllable awareness, and receptive vocabulary were unique predictors in Grade 1. The factors of naming speed, syllable awareness, and phoneme awareness contributed uniquely to non-word reading fluency in Grade 2. And, the factor of naming speed was only a unique predictor in Grade 3, while the factors of naming speed and vocabulary contributed uniquely to non-word reading fluency in Grade 4. For Hangul, little is known about the characteristics of predictors of fluency reading in development. Nevertheless, our findings suggest that relative importance of underlying skills as predictors of word and non-word reading fluency may change during the course of development.
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