학교기반 중재반응모형에 의해 진단된 학습장애 학생의 읽기 수행 특성

• 영문명: Performance and reading characteristics of the children with learning disabilities identified by the school-based response-to-intervention(RTI)
• 발행기관: 한국특수교육학회
• 저자명: 안정애(An, Jeong Ae)
• 간행물 정보: 『한국특수교육학회 학술대회』2009 추계학술대회, 149~173쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.10.24

국문 초록

본 연구는 학교기반 중재반응모형으로 진단한 학습장애 학생의 읽기 수행 특성이 어떠한지를 알아보기 위하여 수행되었다. 연구문제는 첫째, 학습장애 학생은 집중적 읽기중재기간 동안 어떠한 수행수준과 진전도를 나타내는가? 둘째, 학습장애 학생은 음운인식, 단어인지, 명명속도, 독해과제를 어떠한 수준과 방식으로 수행하는가?로 설정하였다. 6개월 간 초등학교 1학년을 대상으로 2단계 중재반응모형을 수행하였다. 단계 1에서는 1학년163명을 대상으로 1개월간 학급담임이 일반학급 교수를 제공하여 비반응자 12명을 선별하였다. 단계 2의 집중적 읽기중재는 2개월간 주 4회, 회기당 40분씩 총 32회기 동안 수행되었다. 수행수준과 진전도의 이중불일치 준거를 적용하여 비반응 학생 3명을 선정하 였다. 이들에게 K-WISC-Ⅲ 지능검사와 제외준거를 적용하여 최종 3명의 학습장애아를 진단하였다. 그 결과 첫째, 학습장애 학생의 수행수준과 진전도는 또래에 비해 낮은 이중불일치를 나타내었다. 즉 수행수준은 하위 5%에 속하였으며, 매우 낮은 읽기 진전도를 나타내었다. 둘째, 학습장애 학생은 저성취 학생에 비하여 음운인식과제, 단어인지과제, 독 해과제 수행률이 낮고 명명속도가 느렸다.

영문 초록

The purpose of this study was to investigate the characteristics of the children who were identified to have reading disabilities while implementing the RTI in the school. Two questions were raised as follows: (1) whether there were any differences in the achievement level and progress speed between the children with reading disabilities and slow learners during the period of intensive training; (2) whether there were any differences in the achievement level and progress speed in the areas of phonological awareness, word recognition, naming speed, and comprehension task between the two Groups. This study conducted a research on 163 first grade children and was carried out for 6 months. The two-tier response-to-intervention program was carried out with the following procedure: In the Tier 1, 163 children who entered the primary school received regular classroom instruction in reading for one month by their regular classroom teachers. 12 children who met the criteria for the at-risk children were selected for the next Tier 2 intervention program. These 12 children received intensive reading instructions for 40minute-32 sessions, 4 times a week. The 3 children who did not respond to the intervention. To confirm whether these 3 children have reading disabilities, the K-WISC-III were additionally administered. The following two major conclusions were presented from the characteristics of the 3 non-responders to the Tier 2 intervention: 1. Children with reading disabilities identified by the school-based response-to-intervention approach showed very low in areas of both achievement level and reading progress speed. 2. Children with reading disabilities showed significant deficiencies in reading performance in sub-areas such as phonological awareness, word recognition, comprehension, and word naming, as comparing to those children who were slow in learning.

목차

Ⅰ. 서 론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

키워드

RTI response to intervention reading disability