Language Based Reading Abilities of Korean School-Aged Children with Multicultural Backgrounds

Background and Objectives: Reading is an important area of language use in school activities. study aimed to compare reading and related language abilities of Korean children with multicultural backgrounds (MC) with those of non-multicultural backgrounds (NMC) and to discuss speech-language pathologists' roles for multicultural children. Method: Thirty-four school-aged children (mean age of 8 years old) with MC and 34 NMC peers participated in the present study. Readingabilities were measured on word recognition and text comprehension while reading-related language abilities were tapped on listening comprehension of text and phonological awareness. Results: Both MC children and NMC children showed better performance in reading and language as their grade level increased. However, children with MC showed lower abilities in word recognition, text comprehension, and listening comprehension, compared to children with NMC. There was no difference between MC children and NMC children in the area of phonological awareness. Discussion and Conclusion: School-aged Korean children with MC appeared to develop their reading and related language abilities, although their overall performance of reading and listening comprehension lagged behind their NMC peers. Speech-language pathologists need to screen and assess NMC children's reading abilities, as well as language abilities.