Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language Learners

Bibliographic Data

ID21349932
AuthorsJeung-Ryeul Cho (Kyungnam University, Changwon, Gyeongsangnam-do, South Korea), Jeung‐Ryeul Cho (0000-0003-4172-717X, Kyungnam University, corresponding author), Catherine Mcbride (0000-0002-6212-3511, The Chinese University of Hong Kong, Shatin, Hong Kong)
Year2022
Volume55
Issue2
Pages138-153
Publication date2022-03-01
Open AccessYes
TypeARTICLE
VenueJournal of Learning Disabilities (JOURNAL)
Journal identifiersISSN: 0022-2194 • E-ISSN: 1538-4780
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0022219420978231
PMID33307946
OpenAlexW3111254700
LanguageEN
Citations received2
References cited50

This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean children performed tasks of spelling, along with measures of syllable and phoneme coda awareness, phonological and orthographic working memory, morphological awareness, vocabulary, and orthographic knowledge. Among Korean 5-year-old children, coda awareness and orthographic working memory explained unique variance in spelling of phonologically consistent syllables, whereas syllable and coda awareness, orthographic working memory, orthographic knowledge, and vocabulary all explained unique variance in spelling of inconsistent syllables. When Chinese college students were tested on spelling of Korean Hangul as a foreign language, along with a battery of tasks in Korean similar to those administered to the L1 children, only orthographic working memory significantly explained spelling of consistent syllables, whereas only vocabulary knowledge explained spelling of inconsistent syllables. In both groups, spelling accuracy was lower in phonologically inconsistent than in consistent Hangul syllables. These findings suggest that different cognitive demands are involved in early spelling of phonologically consistent and inconsistent syllables in Korean Hangul among L1 and FL learners

Cognition · Cognitive psychology · Hangul · Linguistics · Orthography · Phonology · Reading (process) · Spelling · Syllable · Vocabulary · Working memory · Language Development and Disorders · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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