학령기 뇌성마비아동의 음운처리과정 특성에 따른 단어재인 훈련 효과

• 영문명: The Effects of Word Recognition Training on the Phonological Processing Characteristics of School-Aged Childrenwith Cerebral Palsy
• 발행기관: 한국언어청각임상학회
• 저자명: 하가영(Ga Young Ha) 김영태(Young Tae Kim)
• 간행물 정보: 『Communication Sciences & Disorders』언어청각장애연구 제17권 제2호, 249~262쪽, 전체 14쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.06.30

국문 초록

배경 및 목적: 본 논문은 학령기 뇌성마비 아동들의 단어재인에 나타난 음운처리과정의 특성을 살펴보고, 이들에게 음운처리 과제유형에 따른 읽기훈련을 실시하여 단어재인에 미치는 효과를 비교분석하여 읽기발달에 좀 더 효과적인 음운처리 훈련방법을 살펴보았다. 방법: 학령기뇌성마비아동들의 단어재인에 나타난 음운처리과정의 특성을 보고자 서울과 경기도에 거주하는 뇌성마비 아동과 일반아동 각 20명에게 음운인식과 음운작업기억 과제를 평가하여 집단간의 차이와 단어재인에 미치는 영향을 비교분석하였다. 효과적인 음운처리 훈련방법을 알아보고자 뇌성마비아동 20명 중 10명씩 배정하여 각각 12회기의 음운인식-중심 훈련과 음운작업 기억-중심 훈련을 실시하였다. 결과: 학령기 뇌성마비아동들의 음운처리과정은 일반아동보다 음운처리 과제의 정확율이 낮으며, 음운작업기억 과제가 단어재인을 유의하게 예측하였다. 음운처리 과제유형에 따른 읽기훈련은 두 과제유형에서 모두 습득효과를 보였으나, 음운작업기억-중심 훈련이 좀 더 많이 향상되었다. 또한 음운작업기억-중심 훈련 집단은 과제 간의 일반화 효과가 나타났다. 논의 및 결론: 초기 읽기수준의 학령기 뇌성마비아동들에게 음운작업기억을 통한 읽기훈련은 좀 더 안정된 음소인식을 제공해 주며, 숙달된 읽기로 전환하는 데 음운인식보다 좀 더 효과적인 중재라는 점을 시사하고 있다.

영문 초록

Background & Objectives: This study was divided into two parts. The first experiment portion compared the phonological processing skills of school-aged children with cerebral palsy with the skills of younger language-matched children. Based on the results of the first experiment, the second experiment attempted to explore the effect of two different kinds of phonological processing interventions on reading skills. Methods: Twenty school-aged children with cerebral palsy, who were living in Seoul and Gyeonggi-do, and twenty language-matched, typical children (age 6) participated in the first experiment. The participants were tested with phonological processing tasks(phonological awareness, phonological working memory). The difference between the two groups and its impact on word recognition were analyzed. In the second experiment, each group of ten people were assigned to a phonological awareness-centered training program and a phonological working memory-centered training program. They were administered phonological processing tasks and word recognition skills in order to examine the effects of intervention. Results: The group of school-aged children with cerebral palsy performed significantly lower in two types of phonological processing tasks and word recognition than the language-matched children. In addition, the phonological working memory accounted for only 25% of the variance in word recognition. Both phonological awareness intervention and phonological working memory intervention increased the rate of correct responses. The phonological working memory-centered training group improved regardless of the intervention type. On the other hand, the phonological awareness-centered training groups improved only on the trained task. Discussion & Conclusion: Even though all of the children who received phonological processing training made significant gains in word recognition, the phonological working memory intervention seemed to be more effective for improving word recognition skills for school-aged children with cerebral palsy.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

ABSTRACT

REFERENCES

키워드

단어재인 음운처리과정 음운인식-중심 훈련 음운작업기억 -중심 훈련 word recognition phonological processing phonological awareness-centered training phonological working memory-centered training