The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

这项研究的目的是根据韩国读者的阅读成绩将他们分类为亚组，并研究这些亚组与一组认知语言变量之间的关系。测量了394名小学生的阅读成就和认知语言技能，并通过将数据分为以下两个等级进行分析：小学三年级（即1-3年级）和中年级（即4-6年级）。主要结果总结如下。首先，根据小学一年级学生的阅读成绩，发现了三个子类别的读者：“非常差的单词阅读者和理解能力较差的人”，“贫穷的读者”和“普通读者”。其次，根据中级水平的阅读成绩，发现了四个子类别的读者：“非常贫困的读者”，“非常贫困的读者，”，“普通单词阅读者，但理解能力较差”和“普通读者”。第三，词汇，快速命名，语音记忆和语音意识是认知语言变量，在初等教育水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”有显着区别。第四，语音记忆，快速命名，句子重复和听力理解是认知语言变量，在中等年级水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”区分开来。本文还讨论了这项研究的局限性及其实践意义。最后，本文涉及未来研究的方向。语音意识和语音意识是认知语言变量，在初等教育水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”有明显区别。第四，语音记忆，快速命名，句子重复和听力理解是认知语言变量，在中等年级水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”有显着区别。本文还讨论了这项研究的局限性及其实践意义。最后，本文涉及未来研究的方向。语音意识和语音意识是认知语言变量，在初等教育水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”有明显区别。第四，语音记忆，快速命名，句子重复和听力理解是认知语言变量，在中等年级水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”有显着区别。本文还讨论了这项研究的局限性及其实践意义。最后，本文涉及未来研究的方向。听力和理解力是认知语言变量，在中级水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”区分开来。本文还讨论了这项研究的局限性及其实践意义。最后，本文涉及未来研究的方向。听力和理解力是认知语言变量，在中级水平上将“非常贫穷的读者”和“贫穷的读者”与“普通读者”区分开来。本文还讨论了这项研究的局限性及其实践意义。最后，本文涉及未来研究的方向。