DOI QR코드

DOI QR Code

Phonological awareness skills in terms of visual and auditory stimulus and syllable position in typically developing children

청각적, 시각적 자극제시 방법과 음절위치에 따른 일반아동의 음운인식 능력

  • 최유미 (한림대학교 일반대학원 언어병리청각학과) ;
  • 하승희 (한림대학교)
  • Received : 2017.11.01
  • Accepted : 2017.12.14
  • Published : 2017.12.31

Abstract

This study aims to compare the performance of syllable identification task according to auditory and visual stimuli presentation methods and syllable position. Twenty-two typically developing children (age 4-6) participated in the study. Three-syllable words were used to identify the first syllable and the final syllable in each word with auditory and visual stimuli. For the auditory stimuli presentation, the researcher presented the test word only with oral speech. For the visual stimuli presentation, the test words were presented as a picture, and asked each child to choose appropriate pictures for the task. The results showed that when tasks were presented visually, the performances of phonological awareness were significantly higher than in presenting with auditory stimuli. Also, the performances of the first syllable identification were significantly higher than those of the last syllable identification. When phonological awareness task are presented by auditory stimuli, it is necessary to go through all the steps of the speech production process. Therefore, the phonological awareness performance by auditory stimuli may be low due to the weakness of the other stages in the speech production process. When phonological awareness tasks are presented using visual picture stimuli, it can be performed directly at the phonological representation stage without going through the peripheral auditory processing, phonological recognition, and motor programming. This study suggests that phonological awareness skills can be different depending on the methods of stimulus presentation and syllable position of the tasks. The comparison of performances between visual and auditory stimulus tasks will help identify where children may show weakness and vulnerability in speech production process.

Keywords

References

  1. Anthony, J., Aghara, R., Dunkelberger, M., Anthony, T., Williams, J., & Zhang, Z. (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech-Language Pathology, 20(2), 146-160. https://doi.org/10.1044/1058-0360(2011/10-0053)
  2. Catts, H., & Kamhi, A. (1989). Phonological processing deficits and reading disabilities. Reading disabilities: A developmental language perspective, 101-132.
  3. Cho, J., & McBride-Chang, C. (2005). Correlates of Korean Hangul acquisition among kindergartners and second graders. Scientific Studies of Reading, 9(1), 3-16. https://doi.org/10.1207/s1532799xssr0901_2
  4. Hakes, D., & Kuczaj, S. (1982). The development of metalinguistic abilities: What develops. Language development, 2, 163-210.
  5. Hong, S., Jeon, S., Pae, S., & Lee, I. (2002). Development of phonological awareness in Korean children. Communication Sciences & Disorders, 7(1), 49-64. (홍성인.전세일.배소영.이익환 (2002). 한국 아동의 음운인식 발달. 언어청각장애연구, 7(1), 49-64.)
  6. Kim, A. (2007). Review of Phonological Awareness Assessment. Journal of Asia-Pacific Special Education, 8(2), 139-167. (김애화 (2007). 국내 음운인식 검사도구 개발을 위한 선행 검사도구 분석. 특수교육저널: 이론과 실천, 8(2), 139-167.)
  7. Kim, A. (2012). Phonological Awareness of Children in Korea: Effects of Phonological Units, Tasks, Syllable of Phoneme Position. The Korea Journal of Learning Disabilities, 9, 93-111. (김애화 (2012). 음운 인식 특성 연구: 음운 인식 단위, 과제 유형, 음절 및 음소 위치 효과를 중심으로. 학습장애연구, 9, 93-111.)
  8. Kim, J., Shin, J., & Ahn, S. (2005). A study of comparison in phonological awareness ability between articulatorily phonologically disabled children and normal children. Journal of Special Children Education, 7(7), 93-108. (김자경.신지현.안성우 (2005). 조음 및 음운장애아동과 일반아동간의 음운인식능력 비교. 특수아동교육연구, 7(7), 93-108.)
  9. Kim, M., Pae, S., Park, J. (2007). Assessment of Phonology and Articulation for Children (APAC). Incheon: Human Brain Research & Consulting. (김민정.배소영.박장일 (2007). 아동용 발음평가. 인천: 휴브알앤씨.)
  10. Kim, Y., Hong, K., Kim, K., Jang, H., & Lee, J. (2009). Receptive & Expressive Vocabulary Test (REVT). Seoul: Seoul Community Rehabilitation Center. (김영태.홍경훈.김경희.장혜성.이주연 (2009). 수용․표현 어휘력 검사. 서울: 서울장애인종합복지관.)
  11. Koa, Y., & Kim, S. (2010). A comparison of phonological awareness and reading ability between children with and without functional articulatory and phonological disorders. Communication Sciences & Disorders, 15(2), 157-167. (고유경.김수진 (2010). 기능적 조음음운장애아동과 일반아동의 음운인식과 읽기능력의 비교 및 상관. 언어청각장애연구, 15(2), 157-167.)
  12. Kolinsky, R., Morais, J., & Bertelson, P. (1986). Phonetic Segmentation in Prereaders: Effect of Corrective Information. Journal of Experimental Child Psychology, 42(1), 49-72. https://doi.org/10.1016/0022-0965(86)90015-9
  13. Lee, S., & Kim, H. (2014). The Character of Development for Syllable.Alliteration.Rimes.Phonemes for Normal Children: 4-6 years old. The Korea Journal of Learning Disability, 23, 127-156. (이숙.김화수 (2014). 일반아동의 음절.음절체.각운.음소의 발달 특성. 언어치료연구, 23, 127-156.)
  14. Paik, E., Noh, D., Seok, D. (2001). Development of metaphonological abilities of Korean children aged from 3 to 6. Speech Sciences, 8(3), 225-234. (백은아.노동우.석동일 (2001). 3-6 세 아동의 상위음운능력 발달 연구. 음성과학, 8(3), 225-234.)
  15. Park, H. (2000). The development of phonological awareness in children. Korean Journal of Child Studies, 21(1), 35-44. (박향아 (2000). 아동의 음운인식 발달. 아동학회지, 21(1), 35-44.)
  16. Stackhouse, J., & Wells, B. (1997). Children's speech and literacy difficulties: A psycholinguistic framework. London: Whurr Publishers.
  17. Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40(3), 219-249. https://doi.org/10.1016/0010-0277(91)90026-Z