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Participants included native Korean Grade One students: 27 with reading difficulties and 34 with average reading abilities. Results show significant group differences in phonological awareness and early reading measures, and a significant positive correlation between phonological awareness and word identification and reading fluency, with stronger fluency association for the low-achievement group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relationship-between-phonological-awareness-and-early-reading-for-first-grade-korean-language-learners-with-reading-difficulties-part-1-study/592212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relationship-between-phonological-awareness-and-early-reading-for-first-grade-korean-language-learners-with-reading-difficulties-part-1-study/592212.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study on phonological awareness (PA)?","Question",{"text":112,"@type":113},"The study examines differences in four PA components—judgment, deletion, blending, and substitution—across reading levels and their correlation with early reading ability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research?",{"text":117,"@type":113},"Native Korean Grade One students participated, including 27 children with reading difficulties and 34 with average reading abilities.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship did the study find between PA and early reading?",{"text":121,"@type":113},"Phonological awareness showed significant positive correlations with both word identification and reading fluency for low- and average-achievement groups, and the low-achievement group had a higher correlation with reading fluency than with word identification.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592212,1792165179,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2007 by Education Research Institute  \n2007, Vol. 8, No.3, 426-434.  \nThe Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties  \nDongil Kim Woori Kim Kijyung Lee  \nSeoul National University University of Texas at Austin Seoul National University  \nKorea USA Korea  \nThis study investigated the differences in four components of phonological awareness (i.e., judgment, deletion, blending, and substitution) and early reading ability across reading levels, and the correlation between phonological awareness (PA) and early reading ability in low and average-achievement groups. 27 students with reading difficulties and 34 students with average reading abilities participated in the study, and all participants were native Korean students in Grade One. The results indicated significant differences between low-achievement and averageachievement groups in PA and early reading measures, which revealed features of Korean phonology as different from English. Furthermore, phonological awareness showed significant positive correlation with both word identification and reading fluency for the low and average-achievement groups. For the low-achievement group, the correlation between phonological awareness and reading fluency was higher than between phonological awareness and word identification.  \nKey words: phonological awareness, early reading, word recognition, reading fluency, low achievement  \n“Phonological Awareness (PA) refers to one’s awareness of and an access to the sound structure of oral language.” (Wagner, Torgesen, Rashotte, Hecht, Barker, Burgess, et al., 1997, p. 469) PA is the ability to segment a word or syllable into small units and individual sounds and the ability to blend the unit of sound into a syllable or word (Wagner et al., 1997) . The research literature has reported  \nDongil Kim, Department of Education, Seoul National University, Korea; Woori Kim, Department of Special Education, University of Texas at Austin, U.S.A.; Kijyung Lee, Department of Education, Seoul National University, Korea. This work was supported by the Korea Research Foundation Grant funded by the Korean Government (MOEHRD) KRF-2004-700-2005074 (B00470)  \nCorrespondence concerning this article should be addressed to Woori Kim, Department of Special Education, University of Texas at Austin, College of Education SZB 228, 1 University Station D4900, Austin, Texas 78712-0365, U. S.A. e-mail: rnell777 @[gmail.com](gmail.com).  \nthat PA is one of the best reading predictors for students with reading difficulties (National Reading Panel [NRP], 2000) . Experimental studies have identified the positive relationship between PA and word-level reading (Wagner et al., 1997) . Meanwhile, continuous intervention research of PA during the past decade has shown mixed results on the influence of PA in increasing reading performance by duration of intervention (Jenkins & O’Connor, 2002) . However, results of follow-up studies and meta-analysis has established that (a) PA skill is directly associated with reading ability; (b) although the relationship is bidirectional, the development of PA precedes word identification; (c) PAis a reliable predictor of later reading ability; and (d) intervention for PA, coupled with instruction in specific letter-sound relationships, accelerates word decoding skills (NRP, 2000; Wagner et al., 1997) .  \nThe findings on the relationship between PA and later reading skills are in need of more developed research. First,  \nThe Relationship between PA and Early Reading  \nfurther research is needed to investigate the specific components of PA that have a higher relationship with early reading skills, including judgment, deletion, blending, and substitution. Although previous research has addressed some of the components of PA with an interest in reading development of children with reading difficulties, the research was conducted ","cbCaivdoowAU7ZDs","https://ap.wps.com/l/cbCaivdoowAU7ZDs","pdf",105214,"English","# Method\n## Participants\n# The Relationship between PA and Early Reading\n## Components of PA\n## Research purpose","[{\"question\":\"What is the focus of this study on phonological awareness (PA)?\",\"answer\":\"The study examines differences in four PA components—judgment, deletion, blending, and substitution—across reading levels and their correlation with early reading ability.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"Native Korean Grade One students participated, including 27 children with reading difficulties and 34 with average reading abilities.\"},{\"question\":\"What relationship did the study find between PA and early reading?\",\"answer\":\"Phonological awareness showed significant positive correlations with both word identification and reading fluency for low- and average-achievement groups, and the low-achievement group had a higher correlation with reading fluency than with word identification.\"}]","The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties - Part 1 - study | PDF",1792074088,23]