ISSN : 1229-0718
This study investigated how copying skills were related to word reading and writing in 93 kindergarteners, aged 4 and 5. Children were to complete copying tasks, cognitive-linguistic tasks, and reading and writing measures. Hierarchical regression analyses were conducted to investigate whether copying skills would predict word reading and writing. Results showed that copying skills explained word writing but not word reading after controlling for age, nonverbal intelligence, and cognitive-linguistic skills. Multiple mediation analyses were conducted to find out whether the relations of copying skills with literacy were mediated by cognitive-linguistic skills. Different results were observed for word reading and writing; syllable awareness and orthographic knowledge mediated between copying skills and word reading, whereas syllable and phoneme awareness mediated between copying skills and word writing.
김상미, 조증열, 김지연 (2015). 음운인식의 언어 간 전이와 한글 및 영어의 읽기 쓰기와의 관계. 인지과학, 26(2), 125-146.
김현자, 조증열 (2001). 학령전 아동에서 음운인식, 시각지각 및 한글 읽기와의 관계. 한국심리학회지: 발달, 14(2), 15-28.
나예주 (2015). 철자지식과 음운인식이 5~8세 일반아동의 단어 읽기와 단어 받아쓰기에 미치는 영향. 대구대학교 재활과학대학원 언어치료 석사학위 논문.
박보라, 최예린 (2014). 4-5 세 일반 아동의 초기 읽기 능력과 시지각 및 음운인식 능력간 관련성. 언어치료연구, 23(3), 91-103.
윤성혜 (2003). 초등 2학년 아동의 읽기능력과 언어 및 읽기관련요인의 관계. 한림대학교 사회복지대학원 석사학위 논문
장유경, 김숙현 (2003). 유아의 한글 읽기에 영향을 미치는 요인. 한국심리학회지: 발달, 16(3), 87-101.
전아영, 최미숙 (2012). 게임전략을 활용한 문학적 접근활동이 유아의 음운인식능력 및 쓰기능력에 미치는 영향. 아동학회지, 33(5), 1-17.
조증열, 김영숙, 박순길 (출판예정). 읽기학습장애 진단검사.
조증열, 배성봉, 박혜원, 박순길 (2012). 도시와농촌 아동의 인지 언어적 기술과 문식성, 수학 능력과의 관계. 유아교육연구, 32(3), 357-381.
조희숙, 김선옥, 정정희 (2006). 유아의 음운인식과 읽기가 쓰기 능력에 미치는 영향. 한국심리학회지: 발달, 19(4), 137-155.
최나야 (2009). 유아의 시지각 발달과 읽기:수, 방향, 형태항상성 지각이 한글 단어읽기에 미치는 영향. 아동학회지, 30(2), 161-177.
홍성인, 전세일, 배소영, 이익환 (2002). 한국아동의 음운인식 발달. 언어청각장애연구, 7(1), 49-64.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lowerlevel developmental skills in beginning writing. Reading and Writing, 4(3), 257-280.
Cho, J.-R. (2009). Syllable and letter knowledge in early Korean Hangul reading. Journal of Educational Psychology, 101(4), 938-947.
Cho, J.-R., & McBride-Chang, C. (2005a). Correlates of Korean Hangul acquisition among kindergartners and second graders. Scientific Studies of Reading, 9(1), 3-16.
Cho, J.-R., & McBride-Chang, C. (2005b). Levels of phonological awareness in Korean and English: A 1-year longitudinal study. Journal of Experimental Psychology, 97(4), 564-571.
Cho, J.-R., McBride-Chang, C., & Park, S.-G. (2008). Phonological awareness and morphological awareness: Differential associations to regular and irregular word recognition in early Korean Hangul readers. Reading and Writing, 21(3), 255-274.
Colarusso, R. P., & Hammill, D. D. (2003). Motor-free visual perception test, Third edition. Novato, CA: Academic Therapy Publications.
Daly, C. J., Kelley, G. T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal of Occupational Therapy, 57(4), 459-462.
Emam, M., & Kazem, A. (2014). Visual motor integration in children with and without reading disabilities in Oman. Procedia-Social and Behavioral Sciences, 112(20), 548-556.
Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73-98.
Kandel, S., & Valdois, S. (2006). Syllables as functional units in a copying task. Language and Cognitive Processes, 21(4), 432-452.
Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography. Journal of Educational Psychology, 100(1), 150-161.
Langcamp, M., Zerbato-Poudou, M. T., & Velay, J. L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta psychologica, 119(1), 67-79.
McBride, C. (2015). Children's Literacy Development:A Cross-cultural Perspective on Learning to Read and Write. Routledge.
McBride-Chang, C., Cho, J. R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk C. S., & Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of experimental child psychology, 92(2), 140-160.
McBride-Chang, C., Chow, B. W., Zhong, Y., Burgess, S., & Hayward, W. G. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing, 18(2), 99-128.
McBride-Chang, C., Chung, K. K., & Tong, X. (2011). Copying skills in relation to word reading and writing in Chinese children with and without dyslexia. Journal of experimental child psychology, 110(3), 422-433.
McBride-Chang, C., Zhou, Y., Cho, J. R., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skill: a consequence of learning to read?. Journal of Experimental Child Psychology, 109(2), 256-262.
Pak, A. K., Cheng-Lai, A., Tso, I. F., Shu, H., Li, W., & Anderson, R. C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437-454.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891.
Simpson, G. B., & Kang, H. (2004). Syllable processing in alphabetic Korean. Reading and Writing, 17(1), 137- 151.
Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781-8785.
Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. (2009). Morphological awareness, orthographic knowledge, and spelling errors:Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426-452.
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Developmental psychology, 33(3), 468-479.
Wang, Y., McBride-Chang, C., & Chan, S. F. (2014). Correlates of Chinese kindergarteners’word reading and writing: the unique role of copying skills?. Reading and Writing, 27(7), 1281-1302.
Weil, M. J., & Amundson, S. J. C. (1994). Relationship between visuomotor and handwriting skills of children in kindergarten. American Journal of Occupational Therapy, 48(11), 982-988.