2014 Volume 55 Issue 3 Pages 219-225
We investigated developmental changes of reading strategy and the effect of cognitive abilities related to developmental changes in reading of Hangul. A total of 85 Korean-speaking children were tested on their reading skills during grade 1 (2011) and again during grade 2 (2012). Results of multiple regression analysis revealed that phoneme awareness and visual cognitive abilities were significant predictors of non-word reading performance. For word and non-word reading fluency performance, receptive vocabulary and automatization abilities were significant predictors. Results of analysis of variance revealed a significant interaction between lexicality and grade level. Together these results suggest that development of cognitive abilities is related to reading achievement. In addition, our results showed that both the lexical route and non-lexical route are developed during grades 1 and 2.
