일반적으로 읽기학습 부진의 연구에서 읽기부진 아동을 대상으로 한 연구는 많이 있으나, 한글읽기 우수아와 비교한 연구가 거의 없어 한글학습 부진아와 한글읽기 우수아의 능력을 비교해 보고, 읽기학습부진 아동 지도의 기초 자료를 마련하고자 본 연구를 실시하였다. 본 연구는 읽기학습 부진아와 우수아의 음운처리 및 지각 능력의 차이를 알아보고자, 마산시내 초등학교 3학년 읽기 학습부진 아동 20명과 읽기 학습부진 아동과 읽기 수준을 일치시킨 1학년 일반아동 20명, 읽기 학습부진 아동과 생활연령을 일치시킨 3학년 일반아동 20명, 읽기 학...
일반적으로 읽기학습 부진의 연구에서 읽기부진 아동을 대상으로 한 연구는 많이 있으나, 한글읽기 우수아와 비교한 연구가 거의 없어 한글학습 부진아와 한글읽기 우수아의 능력을 비교해 보고, 읽기학습부진 아동 지도의 기초 자료를 마련하고자 본 연구를 실시하였다. 본 연구는 읽기학습 부진아와 우수아의 음운처리 및 지각 능력의 차이를 알아보고자, 마산시내 초등학교 3학년 읽기 학습부진 아동 20명과 읽기 학습부진 아동과 읽기 수준을 일치시킨 1학년 일반아동 20명, 읽기 학습부진 아동과 생활연령을 일치시킨 3학년 일반아동 20명, 읽기 학습부진 아동과 생활연령을 일치시킨 우수아동 20명, 전체 80명을 대상으로, 음운처리 및 지각능력을 측정하는 음운인식과제, 명명속도과제, 단기기억과제, 철자재인과제, 형태소과제를 검사하고, 한글 단어읽기 및 쓰기검사를 실시하여 자료를 수집하였다. 연구의 목적은 이들 집단 간 음운처리능력 및 한글 읽기에 대한 수행의 차이와 이들 요인들 간의 상관관계, 그리고 한글 읽기를 예측하는 인지-언어적 변인들을 밝혀 보고자 하였다. 연구에서 얻은 결과는 다음과 같다. 첫째, 읽기학습 부진아동은 생활 연령이 같은 3학년 일반아동과 생활연령이 같은 3학년 우수아동보다 읽기관련과제, 음운인식과제, 명명속도과제, 형태소과제 수행에서 유의하게 낮게 나타났고, 숫자단기기억과제, 역전과제, 의미판단과제수행에서는 3학년 일반아동과는 차이가 없었으나 3학년 우수아동보다 유의하게 낮은 수행을 보였다. 둘째, 읽기 관련과제들 간의 상관관계를 집단별로 알아본 결과, 읽기학습 부진아동 집단의 한글 단어읽기와 상관을 보인 변인은 단기글자기억과제로 나타났고, 읽기 학습우수아동의 집단에서는 한글 단어읽기와 유의한 상관을 보인 변인은 음절탈락이었다. 음절 읽기와 유의한 상관을 보인 변인으로 읽기학습 부진아동 집단에서는 단기글자기억과제였으며, 읽기 학습우수아동의 집단에서는 음절탈락, 역전, 형태소과제였다. 쓰기와 상관관계를 알아본 결과 읽기학습 부진아동 집단에서는 역전, 형태소, 의미판단, 단어만들기과제로 나타났고, 읽기 학습우수아동의 집단에서는 음절탈락, 초성음소탈락, 사물명명, 단어찾기, 의미판단, 단어만들기과제였다. 단어읽기속도과제에서 읽기학습 부진아동 집단은 명명과제인 사물명명, 숫자명명과제였으며, 읽기 학습우수아동의 집단에서는 사물명명, 숫자명명, 음절탈락, 단어찾기, 단기숫자기억, 단어만들기과제에서 유의한 상관을 보였다. 어휘력과제에서 읽기학습 부진아동 집단은 형태소, 단어만들기과제였으며, 읽기 학습우수 아동집단에서는 음절탈락, 초성음소탈락, 단어찾기, 형태소, 의미판단, 단어만들기과제에서 유의한 상관을 보였다. 문장이해력은 읽기학습 부진아동 집단에서는 형태소, 단어만들기과제였으며, 읽기학습우수 아동집단에서는 사물명명과제가 유의한 상관을 보였다. 셋째, 읽기학습 부진아동의 읽기를 예측하는 변인은 단기기억과제이었고, 읽기우수 아동은 음절탈락과제가 유의한 상관을 보였다. 본 연구에서 읽기학습 부진아의 음운처리 및 지각능력을 비교해 본 결과 1학년의 일반 아동과 비슷한 수행을 보였다. 이 결과는 읽기학습 부진아들은 읽기 장애로 간주하기보다는 읽기 발달이 지연된 것으로 볼 수 있어서, 읽기학습과 경험에 의해 향상될 수 있음을 시사해준다. 그러므로 읽기학습과 경험의 기회를 많이 제공하고, 우수아와 유의한 차이를 보이는 과제를 투입하여 읽기 부진아를 지도하면 좋은 결과가 있을 것으로 기대된다.
일반적으로 읽기학습 부진의 연구에서 읽기부진 아동을 대상으로 한 연구는 많이 있으나, 한글읽기 우수아와 비교한 연구가 거의 없어 한글학습 부진아와 한글읽기 우수아의 능력을 비교해 보고, 읽기학습부진 아동 지도의 기초 자료를 마련하고자 본 연구를 실시하였다. 본 연구는 읽기학습 부진아와 우수아의 음운처리 및 지각 능력의 차이를 알아보고자, 마산시내 초등학교 3학년 읽기 학습부진 아동 20명과 읽기 학습부진 아동과 읽기 수준을 일치시킨 1학년 일반아동 20명, 읽기 학습부진 아동과 생활연령을 일치시킨 3학년 일반아동 20명, 읽기 학습부진 아동과 생활연령을 일치시킨 우수아동 20명, 전체 80명을 대상으로, 음운처리 및 지각능력을 측정하는 음운인식과제, 명명속도과제, 단기기억과제, 철자재인과제, 형태소과제를 검사하고, 한글 단어읽기 및 쓰기검사를 실시하여 자료를 수집하였다. 연구의 목적은 이들 집단 간 음운처리능력 및 한글 읽기에 대한 수행의 차이와 이들 요인들 간의 상관관계, 그리고 한글 읽기를 예측하는 인지-언어적 변인들을 밝혀 보고자 하였다. 연구에서 얻은 결과는 다음과 같다. 첫째, 읽기학습 부진아동은 생활 연령이 같은 3학년 일반아동과 생활연령이 같은 3학년 우수아동보다 읽기관련과제, 음운인식과제, 명명속도과제, 형태소과제 수행에서 유의하게 낮게 나타났고, 숫자단기기억과제, 역전과제, 의미판단과제수행에서는 3학년 일반아동과는 차이가 없었으나 3학년 우수아동보다 유의하게 낮은 수행을 보였다. 둘째, 읽기 관련과제들 간의 상관관계를 집단별로 알아본 결과, 읽기학습 부진아동 집단의 한글 단어읽기와 상관을 보인 변인은 단기글자기억과제로 나타났고, 읽기 학습우수아동의 집단에서는 한글 단어읽기와 유의한 상관을 보인 변인은 음절탈락이었다. 음절 읽기와 유의한 상관을 보인 변인으로 읽기학습 부진아동 집단에서는 단기글자기억과제였으며, 읽기 학습우수아동의 집단에서는 음절탈락, 역전, 형태소과제였다. 쓰기와 상관관계를 알아본 결과 읽기학습 부진아동 집단에서는 역전, 형태소, 의미판단, 단어만들기과제로 나타났고, 읽기 학습우수아동의 집단에서는 음절탈락, 초성음소탈락, 사물명명, 단어찾기, 의미판단, 단어만들기과제였다. 단어읽기속도과제에서 읽기학습 부진아동 집단은 명명과제인 사물명명, 숫자명명과제였으며, 읽기 학습우수아동의 집단에서는 사물명명, 숫자명명, 음절탈락, 단어찾기, 단기숫자기억, 단어만들기과제에서 유의한 상관을 보였다. 어휘력과제에서 읽기학습 부진아동 집단은 형태소, 단어만들기과제였으며, 읽기 학습우수 아동집단에서는 음절탈락, 초성음소탈락, 단어찾기, 형태소, 의미판단, 단어만들기과제에서 유의한 상관을 보였다. 문장이해력은 읽기학습 부진아동 집단에서는 형태소, 단어만들기과제였으며, 읽기학습우수 아동집단에서는 사물명명과제가 유의한 상관을 보였다. 셋째, 읽기학습 부진아동의 읽기를 예측하는 변인은 단기기억과제이었고, 읽기우수 아동은 음절탈락과제가 유의한 상관을 보였다. 본 연구에서 읽기학습 부진아의 음운처리 및 지각능력을 비교해 본 결과 1학년의 일반 아동과 비슷한 수행을 보였다. 이 결과는 읽기학습 부진아들은 읽기 장애로 간주하기보다는 읽기 발달이 지연된 것으로 볼 수 있어서, 읽기학습과 경험에 의해 향상될 수 있음을 시사해준다. 그러므로 읽기학습과 경험의 기회를 많이 제공하고, 우수아와 유의한 차이를 보이는 과제를 투입하여 읽기 부진아를 지도하면 좋은 결과가 있을 것으로 기대된다.
A lot of studies on reading have paid attention to underachievers, but few studies have ever focused on comparing underachievers and high achievers of Hangul reading. It's attempted in this study to make a comparative analysis of the abilities of Korean-reading underachievers and high achievers, esp...
A lot of studies on reading have paid attention to underachievers, but few studies have ever focused on comparing underachievers and high achievers of Hangul reading. It's attempted in this study to make a comparative analysis of the abilities of Korean-reading underachievers and high achievers, especially phonological processing and perceptual abilities, in a bid to lay the foundation for providing better education to reading underachievers. The subjects in this study were 80 children at an elementary school in the city of Masan. Out of them, 20 children in their third year lagged behind in reading, and 20 children in their first year were average children whose reading level was the same as that of the underachieving children. Another 20 children in their third year were average children whose chronological age was identical to that of the underachievers, and the other 20 children were high achievers whose chronological age was identical to that of the underachievers. They were given the tasks of phonological awareness, naming speed, short-term memory, spelling, and morphology. In addition, they took the tests of reading and writing Korean words. The purpose of this study was to examine whether or not there were any gaps among the groups in phonological processing and Korean reading, how the two factors were correlated to each other and what cognitive- linguistic variables could predict their Korean reading. The findings of the study were as follows: First, the poor readers were significantly excelled by the average third graders and high-achieving third graders in the task performance of reading, phoneme awareness, naming speed and morphology. There was no gap between them and the average third graders in task performance of short-term memory of number, left-right reversal, and semantic decision, but they were significantly inferior to the high-achieving third graders. Second, as for the correlational relationship of the reading-related task performance among the groups, the Korean-word reading of the under- achievers was correlated to their short-term memory, and in the event of the high achievers, Korean reading had a significant correlation to syllable deletion. Concerning variables significantly correlated to syllable reading, the syllable reading of the underachievers had a significant correlation to their short-term memory of letters, and that of the high achievers had a significant correlation to syllable deletion, left-right reversal, and use of morpheme. Regarding what's correlated to writing, the writing of the under- achievers was correlated to their left-right reversal, use of morpheme, semantic decision and word making, and among the high achievers, writing was correlated to syllable deletion, initial phoneme deletion, picture naming, finding words, semantic decision and word making. The word-reading speed of the underachievers was correlated to picture naming and number naming, and in the case of the high achievers, word-reading speed was significantly correlated to picture naming, number naming, syllable deletion, finding words, short-term memory of number and word making. The vocabulary of the underachievers had a significant correlation to their task performance of morpheme and word making, and that of the high achievers had a significant correlation to their syllable deletion, initial phoneme deletion, finding words, use of morpheme, semantic decision and word making. The sentence comprehension of the underachievers was significantly correlated to their task performance about morpheme and word making, and that of the high achievers had a significant correlation to their naming of pictures. Third, the reading of the underachievers was predicted by their short- term memory, and that of the high achievers was predicted by syllable deletion. When the underachievers were compared to the other students in terms of phonological processing and perceptual abilities, their task performance was similar to that of the average children in their first year. This finding implied that they could be considered to be delayed in reading development, rather than to have a reading disorder, and that reading education and experience could help improve them. Therefore, ample reading education and reading opportunities should be provided to them, and it's expected to produce good results if the types of tasks that draw a clear line between their performance and that of excellent students are applied to them.
A lot of studies on reading have paid attention to underachievers, but few studies have ever focused on comparing underachievers and high achievers of Hangul reading. It's attempted in this study to make a comparative analysis of the abilities of Korean-reading underachievers and high achievers, especially phonological processing and perceptual abilities, in a bid to lay the foundation for providing better education to reading underachievers. The subjects in this study were 80 children at an elementary school in the city of Masan. Out of them, 20 children in their third year lagged behind in reading, and 20 children in their first year were average children whose reading level was the same as that of the underachieving children. Another 20 children in their third year were average children whose chronological age was identical to that of the underachievers, and the other 20 children were high achievers whose chronological age was identical to that of the underachievers. They were given the tasks of phonological awareness, naming speed, short-term memory, spelling, and morphology. In addition, they took the tests of reading and writing Korean words. The purpose of this study was to examine whether or not there were any gaps among the groups in phonological processing and Korean reading, how the two factors were correlated to each other and what cognitive- linguistic variables could predict their Korean reading. The findings of the study were as follows: First, the poor readers were significantly excelled by the average third graders and high-achieving third graders in the task performance of reading, phoneme awareness, naming speed and morphology. There was no gap between them and the average third graders in task performance of short-term memory of number, left-right reversal, and semantic decision, but they were significantly inferior to the high-achieving third graders. Second, as for the correlational relationship of the reading-related task performance among the groups, the Korean-word reading of the under- achievers was correlated to their short-term memory, and in the event of the high achievers, Korean reading had a significant correlation to syllable deletion. Concerning variables significantly correlated to syllable reading, the syllable reading of the underachievers had a significant correlation to their short-term memory of letters, and that of the high achievers had a significant correlation to syllable deletion, left-right reversal, and use of morpheme. Regarding what's correlated to writing, the writing of the under- achievers was correlated to their left-right reversal, use of morpheme, semantic decision and word making, and among the high achievers, writing was correlated to syllable deletion, initial phoneme deletion, picture naming, finding words, semantic decision and word making. The word-reading speed of the underachievers was correlated to picture naming and number naming, and in the case of the high achievers, word-reading speed was significantly correlated to picture naming, number naming, syllable deletion, finding words, short-term memory of number and word making. The vocabulary of the underachievers had a significant correlation to their task performance of morpheme and word making, and that of the high achievers had a significant correlation to their syllable deletion, initial phoneme deletion, finding words, use of morpheme, semantic decision and word making. The sentence comprehension of the underachievers was significantly correlated to their task performance about morpheme and word making, and that of the high achievers had a significant correlation to their naming of pictures. Third, the reading of the underachievers was predicted by their short- term memory, and that of the high achievers was predicted by syllable deletion. When the underachievers were compared to the other students in terms of phonological processing and perceptual abilities, their task performance was similar to that of the average children in their first year. This finding implied that they could be considered to be delayed in reading development, rather than to have a reading disorder, and that reading education and experience could help improve them. Therefore, ample reading education and reading opportunities should be provided to them, and it's expected to produce good results if the types of tasks that draw a clear line between their performance and that of excellent students are applied to them.
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#부진아 Reading Underachievers
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