지체부자유학교 초등부 뇌성마비 아동의 읽기를 예측하는 인지-언어적 변인 연구

• 영문명: A Study on Cognitive-linguistic Predictors of Reading among Cerebral Palsy of Elementary Special School
• 발행기관: 한국지체.중복.건강장애교육학회
• 저자명: 박순길(Park, Soon Gil)
• 간행물 정보: 『지체.중복.건강장애연구』제50권 제2호, 1~20쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.07.30

국문 초록

본 연구는 지체부자유학교 초등부 뇌성마비 아동의 읽기(읽기, 쓰기, 이해력, 어휘력)를 예언하는 음운인식(음절탈락, 음절수세기, 초성음소변별, 종성음소변별), 형태소인식, 시지각 변인(시각변별, 시각기억, 시공간관계, 시각형태항상성, 시각계열기억, 시각전경배경, 시각완성)과의 관계를 집단별(저/고학년)로 알아보았으며, 저학년 17명, 고학년 16명으로 전체 33명이 연구대상이다. 통계적 분석으로는 t-test, 상관분석, 회귀분석을 하였다. 본 연구의 결과를 통해 얻어진 결론은 다음과 같다. 첫째, 초등부 뇌성마비 아동의 읽기 관련 변인, 음운인식, 시지각 능력 특성들에서 고학년이 저학년보다 더 높은 결과를 보였다. 둘째, 초등부 저학년 뇌성마비 아동에서는 음절수세기, 초성음소변별, 종성음소변별, 시각계열기억, 시각형태항상성이 읽기 관련 변인들과 상관이 높았고, 고학년 뇌성마비 아동에게서는 음절수세기, 형태소인식, 시공간관계, 시각변별이 높은 상관을 보였다. 셋째, 읽기에서 저학년은 시각계열기억, 고학년은 시공간관계가 영향을 주는 변인이고, 쓰기에서 저학년은 시각형태항상성, 고학년은 음절수세기이며, 이해력은 저학년은 시각계열기억, 고학년은 시공간관계와 시각변별이었다. 또한 어휘력에서는 저학년은 시각형태항상성과 음절수세기이었으며, 고학년은 음절수세기가 영향을 주는 변인이었다. 따라서 초등부 저학년에서는 시각계열기억, 시각형태항상성, 음절수세기가 읽기 관련 변인에 영향을 주는 변인들이며, 고학년에서는 시공간관계, 시각변별, 음절수세기가 예언 변인들이었다.

영문 초록

The purpose of this study is to explore the difference between reading(reading, spelling, comprehension of sentences, vocabulary), cognitive-linguistic predictors (phonological awareness morphonological awareness and visual perceptual). This study was also concerned with finding out what primary factors of cognitive-linguistic predictors are best at predicting reading by using stepwise multiple regression analysis. The results of the study were as follows; First, the cerebral palsied of the higher grades showed higher level of reading, phonological awareness and morphonological awareness and visual perceptual abilities compared to cerebral palsied of the lower grades. Second, it was observed that there was a significant correlation between counting numbers of syllables, onset-phoneme distinction, rime-phoneme distinction, visual-sequential memory, visual form constancy and reading for the cerebral palsied of the lower grades. It was observed that there was a significant correlation between counting numbers of syllables, morphonological awareness, visual-spatial relationship, visual discrimination and reading for the cerebral palsied of the higher grades. Third, it can be concluded that visual-sequential memory, visual form constancy, counting numbers of syllables can greatly predict reading for the cerebral palsied of the lower grades, whereas visual-spatial relationship, visual discrimination, counting numbers of syllables was more significant in predicting reading for the cerebral palsied of the higher grades. The purpose of this study is to explore the difference between reading(reading, spelling, comprehension of sentences, vocabulary), cognitive-linguistic predictors (phonological awareness morphonological awareness and visual perceptual). This study was also concerned with finding out what primary factors of cognitive-linguistic predictors are best at predicting reading by using stepwise multiple regression analysis. The results of the study were as follows; First, the cerebral palsied of the higher grades showed higher level of reading, phonological awareness and morphonological awareness and visual perceptual abilities compared to cerebral palsied of the lower grades. Second, it was observed that there was a significant correlation between counting numbers of syllables, onset-phoneme distinction, rime-phoneme distinction, visual-sequential memory, visual form constancy and reading for the cerebral palsied of the lower grades. It was observed that there was a significant correlation between counting numbers of syllables, morphonological awareness, visual-spatial relationship, visual discrimination and reading for the cerebral palsied of the higher grades. Third, it can be concluded that visual-sequential memory, visual form constancy, counting numbers of syllables can greatly predict reading for the cerebral palsied of the lower grades, whereas visual-spatial relationship, visual discrimination, counting numbers of syllables was more significant in predicting reading for the cerebral palsied of the higher grades.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 논의

Ⅳ. 결론 및 제언

키워드

뇌성마비 읽기 쓰기 이해력 어휘력 음운인식 형태소인식 시지각 cerebral palsied phonological awareness morphonological awareness reading visual perceptual