Exploring the Korean Hangul Word Decoding Properties of Children with Reading Disabilities: Implication for Reading Intervention and Reading Related Language Factors

Objectives: This study analyzed the Korean Hangul word decoding properties of children with reading disabilities by considering reading intervention and reading related language factors. Methods: A corresponding sample t-test, correlation analysis, and repeated measurement were examined for the relevance of Hangul and reading difficulties, predictors of Hangul reading difficulties, and the effects of Korean word meaningfulness (word/non-word) and spelling regularity (regular/irregular) variables. Results: 1) After reading intervention, children with reading disabilities improved in their Hangul decoding, listening comprehension, phonological awareness, and word writing scores. 2) Before and after reading interventions, variables related to decoding were receptive vocabulary, phonological awareness, word writing, and rapid naming. 3) The variables of children's ability that predicted decoding were word writing, listening comprehension, receptive vocabulary, and rapid naming; and the variable that predicted non-word decoding was word writing. Phonological awareness, which showed significant correlation with decoding scores, did not act as a significant predictor of decoding scores. 4) Reading interventions and decoding-level variables (word meaning and spelling regularity) both showed significant effects in the decoding of Korean Hangul, especially after reading interventions. Conclusion: The reading disability of Hangul is acting on both the characteristics of the ideogram and phonogram system, and the characteristics of Hangul's unique spelling system.