DOI QR코드

DOI QR Code

Effects of phonological awareness and phonological processing on language skills in 4- to 6-year old children with and without language delay

4~6세 일반아동 및 언어발달지연 아동의 음운인식 및 음운처리 능력이 언어 능력에 미치는 영향

  • Kim, Shinyoung (Department of Communication Disorders, Ewha Womans University) ;
  • Son, Jinkyeong (Department of Communication Disorders, Ewha Womans University) ;
  • Yim, Dongsun (Department of Communication Disorders, Ewha Womans University)
  • 김신영 (이화여자대학교 언어병리학과) ;
  • 손진경 (이화여자대학교 언어병리학과) ;
  • 임동선 (이화여자대학교 언어병리학과)
  • Received : 2019.10.31
  • Accepted : 2020.01.16
  • Published : 2020.03.31

Abstract

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

음운인식은 음운론 영역의 상위언어인식 능력으로, 읽기 및 어휘력 등의 언어능력을 예측하는 것으로 알려져 있다. 본 연구는 음운인식 능력과 기타 음운처리 능력, 그리고 언어능력 간의 관계를 일반아동 집단과 언어발달지연 아동 집단 간 비교를 통해 살펴보고자 하였다. 4~6세의 언어발달지연 아동(n=15)과 일반아동(n=18)을 대상으로 음운인식 능력을 평가하기 위하여 음절수세기, 음절탈락, 음절변별 과제를 실시하였다. 또한 비단어 따라말하기, 숫자 거꾸로 회상하기의 두 가지 음운처리 과제와 수용 및 표현어휘력, 문법성판단 과제와의 상관관계를 분석하고, 언어능력을 예측하는 음운인식 하위과제가 무엇인지 검토하였다. 음운인식 하위과제 중 음절수세기를 제외한 음절탈락, 음절변별 과제 수행력의 집단 간 차이가 유의하였다. 또한 일반아동 집단은 음절탈락과 숫자 거꾸로 회상하기, 음절변별과 수용어휘력 과제 수행력 간 상관관계가 유의하였으며, 언어발달지연 아동 집단은 음절수세기 과제와 숫자 거꾸로 회상하기, 수용어휘력, 표현어휘력, 문법성판단 과제의 수행력 간 상관관계가 유의하였다. 그리고 단계적 중다회귀분석 결과 일반아동 집단은 음절변별 과제가 수용어휘력 및 문법성판단 과제 수행력을 유의하게 예측하는 것으로 나타났으며, 언어발달지연 아동 집단은 음절수세기 과제가 수용어휘력, 표현어휘력, 문법성판단 과제 수행력을 유의하게 예측하는 것으로 나타났다. 언어발달지연 아동 집단은 일반아동 집단에 비해 음절수세기를 제외한 나머지 음절 수준의 음운인식 과제의 수행력이 저조하였으며, 이러한 특징이 상관관계 분석 및 회귀분석 결과에도 반영되었다. 또한 각 집단에서 음운인식 과제 수행력이 언어능력을 유의하게 예측하는 것으로 나타난 결과는 음운론 영역의 상위언어인식 능력의 중요성을 시사한다.

Keywords

References

  1. Adams, A. M., & Gathercole, S. E. (1995). Phonological working memory and speech production in preschool children. Journal of Speech and Hearing Research, 38(2), 403-414. https://doi.org/10.1044/jshr.3802.403
  2. Ahn, S. W., Heo, M. J., Kim, Y., & Kim, M. K. (2011). Development of Phonological Awareness in Korean Children Aged between 4-7 throughout Korea. Journal of Speech & Hearing Disorders, 20(3), 121-141. https://doi.org/10.15724/jslhd.2011.20.3.008
  3. Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82(1), 65-92. https://doi.org/10.1006/jecp.2002.2677
  4. Bird, J., Bishop, D. V., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech, Language, and Hearing Research, 38(2), 446-462. https://doi.org/10.1044/jshr.3802.446
  5. Bowey, J. A., Grieve, R., Herriman, M., Myhill, M., Nesdale, A., Pratt, C., & Tunmer, W. E. (1984). Word awareness in children. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalintuistic awareness in children: Theory, research, and implications (pp. 73-91). Berlin, Germany: Springer-Verlag.
  6. Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28(5), 874-886. https://doi.org/10.1037/0012-1649.28.5.874
  7. Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403-414. https://doi.org/10.1037/0022-0663.91.3.403
  8. Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech, Language, and Hearing Research, 36(5), 948-958. https://doi.org/10.1044/jshr.3605.948
  9. Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics, 13(4), 485-514. https://doi.org/10.1017/S0142716400005774
  10. Dodd, B., & Gillon, G. (2001). Exploring the relationship between phonological awareness, speech impairment, and literacy. Advances in Speech Language Pathology, 3(2), 139-147. https://doi.org/10.3109/14417040109003720
  11. Dixon, L.Q. (2010). The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean Kindergartners. International Journal of Bilingual Education and Bilingualism, 13(6), 723-738. https://doi.org/10.1080/13670050903556014
  12. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287. https://doi.org/10.1598/RRQ.36.3.2
  13. Farquharson, K., Hogan, T. P., & Bernthal, J. E. (2018). Working memory in school-age children with and without a persistent speech sound disorder. International Journal of Speech-Language Pathology, 20(4), 422-433. https://doi.org/10.1080/17549507.2017.1293159
  14. Felton, R. H., & Pepper, P. P. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24(3), 405-414. https://doi.org/10.1080/02796015.1995.12085777
  15. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (Vol. 8, pp. 301-330). Abingdon, UK: Routledge.
  16. Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28(2), 200-213. https://doi.org/10.1016/0749-596X(89)90044-2
  17. Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406. https://doi.org/10.1111/j.2044-8295.1991.tb02407.x
  18. Gillon, G. T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31(2), 126-141. https://doi.org/10.1044/0161-1461.3102.126
  19. Gillon, G., & McNeill, B. (2009). Phonological awareness effective practices in assessment and intervention. ACQuiring Knowledge in Speech, Language and Hearing, 11(2), 72-76.
  20. Hong, S. I., Jeon, S. I., Pae, S., & Lee, I. (2002). Development of phonological awareness in Korean children. Communication Sciences & Disorders, 7(1), 49-64.
  21. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447. https://doi.org/10.1037/0022-0663.80.4.437
  22. Jung, I. K., Choi, S. Y., & Ha, J. W. (2015). Internal awareness of phonological representation in children with speech sound disorders. Communication Sciences & Disorders, 20(1), 48-59. https://doi.org/10.12963/csd.15223
  23. Kang, J. K., & Kim, Y. T. (2007). Phonological awareness of preschool children with and without specific language impairment. Communication Sciences & Disorders, 12(1), 32-51.
  24. Kim, A. H., You, H. S., & Kim, U. J. (2010). The relationship of phonological awareness, rapid naming, letter knowledge, shortterm memory, and working memory to Hangul word recognition abilities. Journal of Special Education, 45(1), 247-267.
  25. Kim, J. L., Kang, E. H., & Lee, J. Y. (2018). The effects of phonological awareness intervention program on the phonological awareness and word recognition ability in children with intellectual disabilities. Journal of Speech & Hearing Disorders, 27(3), 1-12.
  26. Kim, J. Y., Kang, M. K., & Kim, Y. T. (2019). The impact of phonological awareness and phonological working memory training on the reading disabilities of children during their early years of elementary school. Special Education Research, 18(2), 5-28.
  27. Kim, M. B., & Pae, S. Y. (2007). Word recognition and phonological awareness of kindergartener, second and fourth graders. Journal of Speech-Language & Hearing Disorders, 16(2), 89-107. https://doi.org/10.15724/jslhd.2007.16.2.006
  28. Kim, S. J., & Kim, Y. T. (2006). Development of phonological awareness abilities of normal children in the age of 5 and 6 through phonological elision task and its correlation to other phonological processing abilities. Communication Sciences & Disorders, 11(3), 16-28.
  29. Kim, S. J., Oh, G. A., Seo, E. Y., & Ko, Y. K. (2018). Performance in a phonological deletion awareness task according to age and gender: Development of a phonological awareness screening test for preschool children. Phonetics and Speech Sciences, 10(2), 61-68. https://doi.org/10.13064/KSSS.2018.10.2.061
  30. Kim, Y. S. (2007). Phonological awareness and literacy skills in Korean: An examination of the unique role of body-coda units. Applied Psycholinguistics, 28(1), 69-94. https://doi.org/10.1017/S014271640707004X
  31. Kim, Y. S. (2008). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907-931. https://doi.org/10.1007/s11145-008-9131-0
  32. Kim, Y. T., Hong, G. H., Kim, K. H., Jang, H. S., & Lee, J. Y. (2009). Receptive & expressive vocabulary test (REVT). Seoul, Korea: Seoul Community Rehabilitation Center.
  33. Kim, Y. T., Sung, T. J., & Lee, Y. K. (2011). Preschool receptiveexpressive language scale (PRES). Seoul, Korea: Seoul Community Rehabilitation Center.
  34. Koa, Y. K., & Kim, S. J. (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.
  35. Lenchner, O., Gerber, M. M., & Routh, D. K. (1990). Phonological awareness tasks as predictors of decoding ability: Beyond segmentation. Journal of Learning Disabilities, 23(4), 240-247. https://doi.org/10.1177/002221949002300407
  36. Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18(2), 201-212. https://doi.org/10.1016/0022-0965(74)90101-5
  37. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596-613. https://doi.org/10.1037/0012-1649.36.5.596
  38. Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, NJ: Erlbaum.
  39. Moon, S. B., & Byun, C. J. (2003). Korean Kaufman assessment battery for children (K-ABC). Seoul, Korea: Hakjisa.
  40. Munson, B., Edwards, J., & Beckman, M. E. (2005). Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders. Journal of Speech, Language, and Hearing Research, 48(1), 61-78. https://doi.org/10.1044/1092-4388(2005/006)
  41. Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and Hearing Research, 47(2), 377-391. https://doi.org/10.1044/1092-4388(2004/031)
  42. Owen, A. J., Dromi, E., & Leonard, L. B. (2001). The phonology-morphology interface in the speech of Hebrew-speaking children with specific language impairment. Journal of Communication Disorders, 34(4), 323-337. https://doi.org/10.1016/S0021-9924(01)00053-3
  43. Owen, A. J., & Leonard, L. B. (2002). Lexical diversity in the spontaneous speech of children with specific language impairment. Journal of Speech, Language and Hearing Research, 45(5), 927-937. https://doi.org/10.1044/1092-4388(2002/075)
  44. Park, H. A. (2000). The development of phonological awareness in children. Korean Journal of Child Studies, 21(1), 35-44.
  45. Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53(2), 287-292. https://doi.org/10.1016/S0278-2626(03)00128-3
  46. Rvachew, S., Ohberg, A., Grawburg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12(4), 463-471. https://doi.org/10.1044/1058-0360(2003/092)
  47. Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3-20. https://doi.org/10.1044/0161-1461(2008/002)
  48. Shin, H. J., Park, H. J., & Jang, H. J. (2009). The development of syllable and phonemic awareness abilities of children aged four, five, and six. Journal of Speech & Hearing Disorders, 18(3), 99-114.
  49. Shin, Y. J., Seo, Y. K., & Ahn, S. W. (2006). A study of phonological awareness ability depending on level of children's language competence. Journal of Speech & Hearing Disorders, 15(4), 91-113.
  50. Smith-Lock, K. M. (1995). Morphological usage and awareness in children with and without specific language impairment. Annals of Dyslexia, 45(1), 161-185. https://doi.org/10.1007/BF02648217
  51. Snowling, M. (1998). Dyslexia as a phonological deficit: Evidence and implications. Child Psychology and Psychiatry Review, 3(1), 4-11. https://doi.org/10.1017/S1360641797001366
  52. Snowling, M., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? The Journal of Child Psychology and Psychiatry, 41(5), 587-600. https://doi.org/10.1111/1469-7610.00651
  53. Speidel, G. E. (1993). Phonological short-term memory and individual differences in learning to speak: A bilingual case study. First Language, 13(37), 69-91. https://doi.org/10.1177/014272379301303705
  54. Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Erlbaum.
  55. Stark, R. E., & Heinz, J. M.(1996). Vowel perception in children with and without language impairment. Journal of Speech and Hearing Rearch, 39(4), 860-869. https://doi.org/10.1044/jshr.3904.860
  56. Swan, D., & Goswami, U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66(1), 18-41. https://doi.org/10.1006/jecp.1997.2375
  57. Tunmer, W. E., & Grieve, R. (1984). Syntactic awareness in children. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalintuistic awareness in children (pp. 92-104). Berlin, Germany: Springer-Verlag.
  58. Tunmer, W. E., & Herriman, M. L. (1984). The development of metalinguistic awareness: A conceptual overview. In W. E. Tunmer, C. Pratt, & M. L. Herriman (Eds.), Metalintuistic awareness in children (pp. 12-35). Berlin, Germany: Springer-Verlag.
  59. Tunmer, W. E., Herriman, M.. L., & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23(2), 134-158. https://doi.org/10.2307/747799
  60. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. https://doi.org/10.1037/0033-2909.101.2.192
  61. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87. https://doi.org/10.1037/0012-1649.30.1.73
  62. Yang, Y., & Pae, S. (2018). Korean first graders' word decoding skills, phonological awareness, rapid automatized naming, and letter knowledge with/without developmental dyslexia. Phonetics and Speech Sciences, 10(2), 51-60. https://doi.org/10.13064/KSSS.2018.10.2.051
  63. Yim, D., Kim, S., Yoo, J., Lee, Y., Lee, S., & Chung, H. (2017). Diagnostic accuracy of working memory tasks depending on scoring unit and condition in preschool children. Communication Sciences & Disorders, 22(3), 485-499. https://doi.org/10.12963/csd.17394
  64. Yim, D., Kim, S. Y., & Yang, Y. (2015). Factor analysis of working memory tasks based on information processing characteristics: Predictive factors of receptive vocabulary and quick incidental learning in children with typically developing and receptive vocabulary delay. Communication Sciences & Disorders, 20(2), 304-318. https://doi.org/10.12963/csd.15241
  65. Yim, D. S., Yang, Y. H., Jo, Y. J., Lee, J. Y., & Seong, J. M. (2015). Grammatical meta-linguistic awareness and executive functioning skills in preschool-age children with and without specific language impairment. Journal of Speech & Hearing Disorders, 24(4), 345-359. https://doi.org/10.15724/jslhd.2015.24.4.032
  66. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159-177. https://doi.org/10.2307/747800
  67. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29. https://doi.org/10.1037/0033-2909.131.1.3