Effective teaching instructions for Hangul learning among Korean kindergartners

This study assessed the effects of four types of teaching instruction for Hangul learning in Korean kindergartners. Forty-five four-year-old children participated in a Hangul learning experiment where they were taught 6 new Korean Guljas (Korean written syllable) in each of four conditions–whole Gul...

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Bibliographic Details
Published in:Reading & writing 2020-09, Vol.33 (7), p.1791-1808
Main Authors: Cho, Jeung-Ryeul, McBride, Catherine, Kim, Bonghee
Format: Article
Language:English
Subjects:
Alphabets
Beginning Reading
Children
Coda (Phonology)
Duplication
Education
Emergent Literacy
Foreign Countries
Holistic Approach
Instructional Effectiveness
Kindergarten
Korean
Korean language
Language and Literature
Language teaching methods
Learning
Linguistics
Literacy
Morphology
Neurology
Orthography
Phonology
Psycholinguistics
Reading
Reading acquisition
Reading Instruction
Reading Skills
Social Sciences
Sound
Syllabaries
Teacher Effectiveness
Teaching
Teaching Methods
Training Methods
Writing
Written Language
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Summary:This study assessed the effects of four types of teaching instruction for Hangul learning in Korean kindergartners. Forty-five four-year-old children participated in a Hangul learning experiment where they were taught 6 new Korean Guljas (Korean written syllable) in each of four conditions–whole Gulja, alphabet letter, CV (consonant + vowel) body and coda subsyllabic units, and copying. Participants were separated across three reading levels, namely, emergent readers, novice readers who could read regular Hangul words, and good readers who could read regular and irregular words. Effective training methods were different depending on children’s reading level. Holistic whole Gulja instructions were effective for Hangul Gulja learning in emergent readers, whereas copying and analytic CV-coda instructions facilitated Hangul learning in novices. However, there were no differences among the four types of instructions among good readers. Copying apparently facilitates learning to read Hangul, but the effect of letter instruction is limited to the beginning level of Hangul learning. These results highlight the effectiveness of teaching instructions depending on children’s reading level and the characteristics of Hangul.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-019-09985-0