View : 42 Download: 0

Effects of working memory training on phonological awareness, word recognition, and working memory in Pre-school Korean-English Bilingual Children

Title
Effects of working memory training on phonological awareness, word recognition, and working memory in Pre-school Korean-English Bilingual Children
Authors
Kim Y.A.Park H.Kim Y.T.
Ewha Authors
김영태
SCOPUS Author ID
김영태scopus
Issue Date
2019
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
Communication Sciences and Disorders vol. 24, no. 3, pp. 589 - 607
Keywords
Competing Language Processing TaskNon-word repetitionPhonological awarenessPreschool bilingualsVerbal working memory trainingWord recognition
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Document Type
Article
Abstract
This study investigated whether verbal working memory training could improve the phonological awareness, word recognition, and working memory in pre-school bilingual children. Methods: Twenty-two Korean-English bilingual children aged 5-6 years who were attending English kindergartens or international institutes participated in this study. Subjects were split into two equal groups, training and control groups. The training group completed intensive working memory training (10 sessions over 2 weeks) which consisted of word span backward training and dual-load condition training tasks. Two groups were assessed on 10 measures of phonological awareness (syllable, phoneme), word recognition (real-word, non-word) and working memory (non-word repetition, Korean Competing Language Processing Task [CLPT], English CLPT) before and after working memory training. Results: The training group showed significant increases in the percentage of correct responses on syllable awareness, phoneme awareness, non-word recognition, forward and backward non-word repetition tasks, but not on real-word recognition, Korean CLPT, and English CLPT tasks. There were no significant differences in all measures between pre-test and post-test in the control group. Conclusion: These results show that linguistic working memory training boosts performance on measures of reading-related skills and working memory. This finding suggests that working memory training could be considered as a reading skill intervention for bilingual children. © 2019 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.19634
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
Files in This Item:
There are no files associated with this item.
Export
RIS (EndNote)
XLS (Excel)
XML


qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

BROWSE