Abstract
The purpose of this study is to provide basic data for acquiring phonological awareness of children with poor reading by grasping the relationship between phonological perception and cognitive function factors of children with poor reading skills in elementary school. The subjects of this study were analyzed with 95 students enrolled in the 1st to 6th grades of elementary school commissioned by four regional education support offices in Jeollanam-do for poor reading. The analysis results are as follows. First, as a result of conducting an independent sample t-test to verify the difference between the measurement variables through intelligence tests, attention tests, and phonological awareness tests of children with poor reading in elementary school, there was a significant difference between grades(low grades, upper grades) in attention and phonological awareness. Second, as a result of conducting correlation analysis to find out the relationship between phonological awareness and measurement factors of children with poor reading in elementary school, attention, language understanding, and working memory had a significant positive correlation. Third, as a result of conducting hierarchical multiple regression analysis to find out the relative influence of the measurement variables on the phonological awareness of children with poor reading in elementary school, it was found that selective attention and working memory abilities had the greatest influence on phonological awareness.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call