PREP의 동시적 연속적 처리훈련이 읽기학습장애 아동의 읽기기능에 미치는 영향
(주)학지사
- 최초 등록일
- 2015.03.24
- 최종 저작일
- 2009.08
- 21페이지/ 어도비 PDF
- 가격 5,000원
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서지정보
ㆍ발행기관 : 한국학습장애학회
ㆍ수록지정보 : 학습장애연구 / 6권 / 2호
ㆍ저자명 : 조태곤, 민천식
목차
Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
참고문헌
한국어 초록
본 연구는 PREP의 동시적․연속적 처리훈련이 읽기학습장애 아동의 읽기기능에 미치는 효과를 알아보기 위한 단일대상 실험연구로써, 초등학교 저학년 2명의 읽기학습장애 아동을 대상으로, 매 회기 20~40분씩 주 3회 6주간 총 18회기 실험하였다. PREP의 동시적․연속적 처리훈련 프로그램을 사용하였으며, 평가도구는 의미단어, 무의미단어 읽기검사와 문장이해 검사를 사용하였고, 자료처리는 단일대상연구의 대상자간 중다기초선 그래프로 처리하였다. 본 연구의 결과를 토대로 하여 얻은 결론은 PREP 동시적․연속적 처리훈련 프로그램은 읽기학습장애 아동의 의미단어 읽기기능, 무의미단어 읽기기능, 문장이해 기능을 향상시키는데 영향을 미친 것으로 나타났다.
영어 초록
This study is to find an effect of Simultaneous -Successive Process Training of PREP on reading skill in children with reading disabilities. Research subjects were two students with reading disabilities from D elemental school in Daegu, and experiment was conducted 3 times a week for 6 weeks and each session ranged from 20 to 40 minutes. The researcher used a Simultaneous- Successive Process Training of PREP Program which had been reconstructed from a program made by Jung-Mi Choi. The assessment method was also reconstructed from Jung-Mi Choi’s meaning and non-meaning words reading assessment and sentence comprehension assessment. As for data-processing method, reading skill of children with reading disabilities was calculated as scores to process the Representation Multiple baseline across subjects graph. The conclusions obtained from this research are as follows: * Daegu Dalseong Elementary School
** Daegu National University of Education First, simultaneous-successive process training of PREP is effective on reading skill related to meaning words in children with reading disabilities. Improved meaning words reading skill seems to be achieved from reading syllables that became visually familiar by going through repeated activities. Second, simultaneous-successive process training of PREP is effective on reading skill related to non-meaning words in children with reading disabilities. They took part in activities with confidence and were able to read each word with no meaning. This led to an improvement in their non-meaning words reading skill. Third, simultaneous-successive process training of PREP is effective on sentence comprehension skill in children with reading disabilities. To naturally find pictures that matched sentences made of over three words seemed to lead to an improvement in sentence comprehension skill.
Key wards : Simultaneous-Successive Process Training of PREP, children with reading disabilities, reading skill.
참고 자료
없음
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