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Language and Reading comprehension and cognitive skills among urban and rural children in Korea: A 1-year longitudinal study

2015; Linguagem: Inglês

10.14257/astl.2015.92.39

2287-1233

Jeung‐Ryeul Cho, Soon-Gil Park, Youngsuk Kim,

Language Development and Disorders

This study tested 98 and 95 kindergartners (ages 4-5) living in rural and urban communities, respectively, for one year to examine the contributions of semantic knowledge at a word level (vocabulary knowledge) and at a morpheme level (morphological construction awareness) to listening and reading comprehension in Korean. Results showed that children living in urban community performed better than those living in rural area at Time 1 in many tasks such as word reading, CV (consonant + vowel) Gulja reading, coda deletion, number naming speed, whereas the differences were not found at Time 2. Regression analyses showed that morphological awareness and CV Gulja reading at Time 1 uniquely explained listening comprehension at Time 2, and vocabulary and Gulja reading at Time 1 explained reading comprehension at Time 2. Results suggest that vocabulary and morphological awareness contribute to reading and listening comprehension over and above phonological awareness and cognitive-linguistic skills.