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NTIS 바로가기말소리와 음성과학 = Phonetics and speech sciences, v.10 no.2, 2018년, pp.51 - 60
This study aims to compare the word decoding skills, phonological awareness (PA), rapid automatized naming (RAN) skills, and letter knowledge of first graders with developmental dyslexia (DD) and those who were typically developing (TD). Eighteen children with DD and eighteen TD children, matched by...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
학령전기란? | 학령전기는 기본적인 언어 능력을 습득하여 구어(spoken language)를 발달시켜 나가는 것이 중요한 과업이나, 학령기는 문어 (written language)를 통해 의사소통 하는 것이 중요해지는 시기이다. 학년이 올라갈수록 읽기 및 쓰기의 비중이 커지며 읽기를 통해 새로운 지식을 습득하기 때문이다. | |
Gough, 1990). Ehri(2005)가 기술한 해독 발달 4단계는 무엇인가? | Ehri(2005)는 해독 발달을 4단계로 기술하였다. 자소-음소 이해 전 단계는 낱말을 그림처럼 인식하는 단계이며, 부분적 자소-음소 이해는 낱자의 이름과 소리를 알고 있으나 낱말에 적용하여 해독하지 못하는 단계이다. 완전한 자소-음소 이해는 자소-음소 대응관계를 기반으로 낱말을 해독하는 단계이다. 마지막으로, 자소-음소 통합 단계는 자소-음소 대응 패턴을 기억에 저장하여 빠르게 해독해내는 단계이다. | |
읽기에 어려움을 가진 아동은 무엇으로 분류 될 수 있는가? | 읽기에 어려움을 가진 아동은 DSM-5(American Psychiatric Association, 2013)에 의해 ‘특정학습장애(specific learning disorders, SLD)로 분류될 수 있다. 특정학습장애는 낱말 해독, 읽기 이해, 철자 및 맞춤법, 작문, 수감각과 단순 연산 및 연산절차수행, 수학적 추론 중 한 가지 이상에서의 어려움이 6개월 이상 지속되고 이러한 어려움이 지적장애나 감각 장애, 신경학적 장애 및 환경적 요인에 기인하지 않을 경우 진단될 수 있다. |
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