Text Reading Fluency Error Analysis of Korean 1st and 2nd Graders with Developmental Dyslexia considering Semantic Knowledge

Objectives: The purpose of this study was to investigate the characteristics text reading fluency error analysis Korean 1st and 2nd graders with developmental dyslexia considering semantic knowledge. Methods: Thirty dyslexic children were divided into two groups 15 children, one group poor vocabulary other not. Both had similar word decoding abilities as determined by Language based Reading Assessment (Pae, Kim, Yoon, & Jang, 2015). normal intelligence difficulties in reading. task taken from Assessment. Considering knowledge, performance types, results miscue (MA) Linguistic pattern (LPA) compared. Results: exhibited a lower frequency errors substitution correction analysis. They also showed phoneme-grapheme non-correspondent linguistic Conclusion: According automaticity theory, we need read texts understanding on basis. Even same level decoding, there more due limited knowledge vocabulary. Paragraphs textbooks grades Korea contain several ‘eojeols’ that combine grammatical morpheme graphemes. Therefore, addition grapho-phonology syllable units, triple word-form bases should be examined.