학술논문
Characteristics of Inference and Error in 4-6 Grade Students with Reading Comprehension Difficulties
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- 영문명
- 발행기관
- 한국언어청각임상학회
- 저자명
- 유경진(Kyung Jin Yu) 김미배(Mi bae Kim)
- 간행물 정보
- 『Communication Sciences & Disorders』Communication Sciences & Disorders vol22. no.2, 284~295쪽, 전체 12쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2017.06.30
4,240원
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이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
배경 및 목적 : 본 연구는 초등 고학년 읽기이해부진아동의 읽기 내 추론능력을 유형에 따라 살펴보고 오류 특성을 확인하여 읽기이해부진아동의 평가 및 중재에 대한 시사점을 제공하고자 하였다. 방법: 본 연구는 학년과 거주지를 일치시킨 초등 고학년(4-6학년) 읽기이해부진아동과 일반아동 각 19명으로 총 38명을 대상으로 하였다. 추론 과제는 이야기 글 4개를 읽고 5개의 추론유형 질문에 답하는 것으로 질문은 총 45문항을 구성하였다. 결과: 첫째, 읽기이해부진아동의 추론능력은 일반아동보다 유의하게 낮았다. 둘째, 두 읽기집단의 추론능력을 살펴보면 사실적 정보 이해가 유의하게 높은 수행력을 보였고 배경지식을 기반한 추론, 응집성 추론, 정교한 추론 순으로 수행력이 높았다. 평가적 추론은 유의하게 낮은 수행력을 보였다. 셋째, 읽기집단과 추론유형에 따른 상호작용 효과가 나타났다. 넷째, 오류패턴을 살펴보면 두 읽기집단 모두 ‘미숙한 추론’, ‘틀린 추론’의 비율은 높고 ‘표현 언어 부족’의 비율은 가장 낮아 유사한 패턴을 보였다. 그러나 읽기이해부진아동은 ‘이해실패’와 ‘무응답/모른다’에서 일반아동보다 높은 비율을 보였다. 논의 및 결론: 초등 고학년 읽기이해부진아동은 읽기 내 추론과제에서 어려움을 보였으며 이는 심층적인 읽기이해를 하는 데 영향을 미칠 수 있을 것이다. 따라서 본 논문의 결과는 읽기이해부진아동의 추론능력을 유형에 따라 살펴보았고 오류 특징을 구체적으로 살펴보아 읽기이해부진아동의 평가 및 중재의 시사점을 제공한다.
영문 초록
Objectives : The purpose of this study is to evaluate the characteristics of inference in 4-6 grade students with reading comprehension difficulties. In addition, we have identified error patterns of inference skills in reading. Methods: A total of 38 students (19 children with reading comprehension difficulties and 19 normally developing children) participated in the study. The tasks evaluating the characteristics of inference were composed of 4 texts and 45 questions (literal information, cohesive inference, knowledge based inference, evaluative inference, elaborative inference). Results: First, the inference ability of children with reading comprehension difficulties was significantly lower than that of the normally developing children. Second, performance in characteristics of inference was significantly different. Third, there was an interaction effect between the reading groups and the characteristics of inference displayed. Fourth, the error patterns in both reading groups appeared similar. In both reading groups the error patterns of ‘wrong inferences’ and ‘immature inferences’ appeared more than 50% of the time. However, children with reading comprehension difficulties showed higher rates of ‘failure of literal comprehension’ than the normally developing children. Conclusion: The results demonstrated that children with reading comprehension difficulties had difficulties in inference tasks in reading. It seems necessary to examine inference tasks in reading to provide an intervention program for children with reading comprehension difficulties.
목차
Abstract
연구방법
연구결과
논의 및 결론
REFERENCES
국문초록
참고문헌
키워드
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참고문헌
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