The Effects of Phonics Training based on Phonological and Morphological Awareness on Reading and Writing Abilities in Children with Reading Difficulties

Abstract

Objectives: The purpose of this study is to find more efficient intervention methods for children with poor reading by comparing phonics intervention based on phonological awareness and with integrated phonics group including morphological awareness. Methods: 18 children with poor reading skills in elementary school were selected and classified into two experimental groups and a control group. Decoding, paragraph reading fluency, reading comprehension, dictation, and sentence reading and writing tests were administered as assessment tool. Additionally Jung (2014)’s morphological awareness ability task was utilized. Results: First, both experimental groups showed a significant increase in decoding skills. However, in terms of reading comprehension and fluency, there was a significant increase in the integrated phonics training group including morphological awareness, but there was no significant difference in the phonics training group based solely on phonological awareness. The control group did not show a significant increase in all areas. Second, both groups showed a significant improvement in the dictation skills, while the control group did not showed significant difference. Third, both experimental groups significantly increased their scores in phonological awareness tasks and morphological awareness ability tasks. Conversely, there was no significant increase observed in the control group. Conclusion: It is significant that the phonics intervention program, which integrates phonological and morphological awareness for children with poor reading skills, has an effect not only on reading and writing, but also on meta-recognition ability. This indicates that interventions, including morphological awareness training, have a broad impact on the realm of reading.