Phonological Change Error Patterns according to Type of Tasks (Reading, Writing) of Students with Dyslexia

Abstract

Objectives: This study compared 3rd and 4th grade students with dyslexia with typically developing children who were matched according to decoding ability, confirmed the characteristics of students with dyslexia according to reading and writing tasks the phonological change, and analyzed the types of errors.Methods: 12 students with dyslexia in the 3rd and 4th grade of elementary school who scored between 70 and 90 points in the KOLRA decoding standard score, and 12 typically developing children whose decoding raw score was ± 5 points of the students with dyslexia were asked to read and write sentences in which phonological changes occured.Results: First, there was no significant difference in reading and writing accuracy between the two groups, and the two groups had significantly lower writing accuracy compared with reading. Second, the interaction effect between task type and phonological change was confirmed. Third, in the reading task, the two groups both showed the most errors in the phonological change error type ①, and students with dyslexia had a higher rate of semantical errors than typically developing children. In the writing task, students with dyslexia showed a higher number of phonological change errors ① than typically developing children, those being the most common type of errors in students with dyslexia.Conclusion: This study confirmed that typically developing children and students with dyslexia with similar decoding abilities show similar developmental patterns; and by analyzing the types of errors in students with dyslexia, an intervention plan for students with dyslexia that focuses on phonological change rules can be established.