Relations of copying skills to Hangul word reading and writing among Korean kindergartners  

Relations of copying skills to Hangul word reading and writing among Korean kindergartners  

First Author: Jeung-Ryeul Cho -- Department of Psychology, Kyungnam University
Keywords: Literacy development, Korean children, Copying skills
Abstract / Summary: 

One hundred sixteen Korean kindergarten children aged 5 and 6 were tested on delayed copying of Korean Hangul Gulja (written syllable), pure copying of unfamiliar print of Vietnamese, nonverbal reasoning, and cognitive skills including syllable and phoneme awareness and orthographic awareness in order to examine relations of copying skills to beginning Hangul word reading and writing. Hierarchical regression analyses showed that pure copying and delayed copying significantly accounted for an additional 5 % and 8 % variance in word reading and writing, respectively, over and above age and nonverbal reasoning and cognitive skills. In addition, delayed copying, phoneme and syllable awareness and orthographical awareness uniquely explained Hangul word reading, whereas delayed copying and syllable awareness explained word writing. The findings highlight the importance of delayed copying, which is recently conceptualized as orthographic working memory, in early Hangul word reading and writing.