동요를 활용한 음운인식훈련이 언어장애를 동반한 지적장애 학생의 음운인식과 읽기능력 및 단어재인에 미치는 효과

서지정보

ㆍ발행기관 : 한국청각·언어장애교육학회 ㆍ수록지정보 : 한국청각·언어장애교육연구 / 5권 / 2호
ㆍ저자명 : 김지영, 권요한

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론
참고문헌

한국어 초록

본 연구는 동요를 활용한 음운인식 훈련 프로그램이 언어장애를 동반한 지적장애 학생들의 음운인식과 읽
기능력, 단어재인에 미치는 효과를 알아보고 추후 언어 교육과도 밀접한 관련이 있는 언어장애를 동반한
지적장애 학생의 언어 능력 향상을 위한 효율적인 교수학습의 기초 자료를 제공하는데 그 목적이 있다.
연구의 목적에 따라 연구의 대상은 경상남도 K시에 소재한 E특수학교의 중학교 1학년 학생 중 언어장애
를 동반한 지적장애 학생 14명을 선정하여 실험집단에 7명, 통제집단에 7명을 배치하여 동요를 활용한 음
운인식훈련 프로그램을 적용하였다. 본 연구의 프로그램 효과를 파악하기 위해 사전?사후 검사 점수를
SPSS통계 프로그램을 이용하여 비모수 통계 분석인 Wilcoxon 부호 순위 검정을 각각 실시하여 비교 분석하
였다. 그 결과 얻어진 결론은 다음과 같다. 첫째, 동요를 활용한 음운인식 훈련 프로그램을 실시한 후, 음
운인식 능력의 하위요소인 음절탐지, 음절구조인식, 음절체, 운모, 두운, 각운을 중재 전과 중재 후로 구분
하여 평가한 후 변화량의 집단 간 차이를 살펴보았다. 그 결과, 하위요소 모두 변화량의 집단 간 차이는
유의한 것으로 나타났다. 둘째, 동요를 활용한 음운인식 훈련 프로그램을 실시한 후, 읽기능력의 하위요소
인 글자읽기, 단어읽기, 비단어 읽기 능력을 중재전과 중재 후로 구분하여 평가한 후 변화량의 집단간 차
이를 살펴보았다. 그 결과 실험집단이 통제집단보다 읽기능력의 하위요소가 향상되었다. 셋째, 동요를 활
용한 음운인식 훈련 프로그램을 실시한 후 단어재인의 하위유형인 무의미 단어재인과 유의미 단어재인 능
력을 중재 전과 중재 후로 구분하여 평가한 후 변화량의 집단간 차이를 살펴보았다. 그 결과 단어재인의
하위요소 모두 변화량의 집단 간 차이가 유의한 것으로 나타났다. 이를 통해 볼 때, 동요를 활용한 음운인
식 훈련 프로그램은 음운인식능력, 읽기능력, 단어재인 능력을 유의하게 증가시킨다고 할 수 있다.

영어 초록

This research aims to study the effects of phonological awareness training program using children's song
to the phonological awareness, reading ability and word recognition of the intellectually disabled students
with language disorders and subsequently provide fundamental materials for effective teaching and learning
to improve the language ability of the intellectually disabled students with language disorders that are
closely related to language education. Hence, in keeping with the goals, this research was conducted upon
14 intellectually disabled students with language disorders who study at E special middle school in K city,
Gyeongsang-namdo, allocating seven in the experimental group and the other seven in the control group.
A preliminary testing was conducted in order to prove the homogeneity between the two groups. The
experiment was conducted twice a week, a total of 16 times in 8 weeks from September 9 2013 to
October 25 2013, and while a phonological awareness training program was conducted after school to the
seven students in the experimental group, no actions were taken upon the students in the control group.
A posttest was conducted in order to analyze the results of the training program, for this test a testing
tool identical to the one used for the pretest was used. The testing tool used in this research was the
phonological awareness testing tool developed by Eun-A Baek(2003), the reading assessment tool developed
by Won-Ryeong Lee(2001), and the word recognition testing tool developed by Seong-In Hong(2001) all
to test the phonological awareness, reading ability and word recognition of intellectually disabled students
with language disorders. First, after conducting the phonological awareness training program using children's
song, the sub elements of phonological awareness ability - syllable detection, syllable structure awareness,
syllable body, last syllables, alliteration and rhyme- were recorded and divided into pre-intervention and post-intervention sets to be evaluated, and afterward the differences in the variation between the two sets
were studied. Second, after conducting the phonological awareness training program using children's song,
the sub elements of reading ability - character reading, word reading and pseudoword reading - were
recorded and divided into pre-intervention and post-intervention sets to be evaluated, and afterward the
differences in the variation between the two sets were studied. As a result, it was found out that the
experimental group showed a bigger improvement in the sub elements of reading ability than the control
group. Therefore, this proves that phonological awareness training programs improve the sub elements of
reading ability - namely, word character reading, word reading and pseudoword reading. Third, after
conducting the phonological awareness training program using children's song, the subtypes of word
recognition - nonsense word recognition, meaningful word recognition - were recorded and divided into
pre-intervention and post-intervention sets to be evaluated, and afterward the differences in the variation
between the two sets were studied. As a result, a significant difference in all the sub elements of word
recognition between the experimental and control group was shown. Therefore, it can be said that
phonological awareness training using children's song statistically improves word recognition ability to a
significant degree.

참고 자료

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