Effect of Cognitive Abilities on Spelling Accuracy in Korean-Speaking Children

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  • Ju Yeong-Sil
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • Park Hyun-Rin
    Division of Speech and Psychotherapy, University of Gwangju
  • Uno Akira
    Graduate School of Comprehensive Human Sciences, University of Tsukuba LD/Dyslexia Centre (NPO Corporation)

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  • 韓国語話者小学校3年生における書字正確性に影響する認知能力の検討

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We investigated the effect of cognitive abilities related to development on spelling of Hangul. We tested 101 Korean-speaking children for their spelling, reading and cognitive abilities (phonological awareness, visual cognition, automatization and vocabulary). Results of multiple regression analysis revealed that vocabulary and phonological awareness were significant predictors of word dictation performance. For non-word dictation performance, non-word reading was a significant predictor. We used structural equation modeling (SEM) to investigate whether cognitive abilities affected spelling by mediated reading performance or not. The results showed that word dictation and non-word reading performance contributed to non-word dictation performance. These findings suggest that multiple cognitive abilities are related to spelling performance directly and indirectly through reading performance.

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