반구 자극 중재가 난독증 아동의 읽기 향상에 미치는 효과

• 발행기관: 한국특수교육학회
• 저자명: 김선희 박현숙
• 간행물 정보: 『특수교육학연구』제38권 제2호, 57~84쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.09.01

국문 초록

본 연구에서는 난독증을 지닌 초등학교 3-6학년 아동에게 뇌의 반구를 자극하는 신경심리학적 중재를 적용하였을 때 읽기가 향상되는가를 알아보고자 하였다. 중재 방법으로 실질적 오류를 많이 보이는 L-형 아동은 우반구에 자극을 주었으며, 시간지연적 오류를 보이는 P-형 아동에게는 좌반구에 자극을 주는 프로그램을 실시하였다. 중재 프로그램은 컴퓨터 프로그램인 헴스팀(HEMSTIM)을 이용하여 뇌반구에 직접 자극을 주는 반구-특정 자극과 읽기자료의 변형을 통하여 자극을 유도하는 반구-유도 자극으로 구성되었다. 각각 3명의 L-/P-형 아동들에게 대상자간 중다간헐기초선 설계를 사용하였으며, 연구 결과 L-형은 단어인지 정확도에게, 그리고 P-형은 읽기 유창성에서 증가를 나타내었다. 또한 대상자들은 모두 읽기 전략의 변화를 보였으며, 중재 종료 7주 후에 실시한 유지검사에서도 변화된 종속변인의 유지를 나타내었다. 본 연구 결과는 현장에서 심한 읽기장애 학생들을 지도할 경우, 아동의 읽기 특성과 읽기 발달에 따른 반구적 기능을 고려하여 그 기능을 강화시키는 반구 자극 중재를 실시할 수 있음을 시사한다.

영문 초록

Based on the Balance Model of learning to read in which differential hemispheric involvement is implicated in beginning and advanced reading, Bakker identified two subtypes of dyslexia: L-type, who uses left hemispheric strategies predominently before right hemispheric strategies are properly established, and P-type, who, unable to switch from right to left hemispheric strategies, characterize failure in fluent reading. Bakker's theory has been evaluated in other countries and proved to be effective. However, in order for the intervention to be used more broadly in settings other than institutions and laboratories, additional research are in need. In this regard, this study aimed to examine the effects of hemisphere stimulation treatment on improving the reading of Korean children with dyslexia Specifically, the purpose of the study was to observe the changes of reading accuracy, reading fluency, and ratios of substantive and time-consuming errors on total errors upon application of hemisphere stimulation intervention, and also see if they had been maintained 7 weeks after termination of the intervention. For this purpose, the investigation applied the multiple probe design across individuals to six L-/P-type dyslexics, selected from 3-6 graders of a public elementary school in Seoul. L -type subjects were given right hemisphere stimulation treatment, while P-type subjects were treated with left hemisphere stimulation, consisted of visual hemisphere-specific stimulation, tactile hemisphere-specific stimulation, and hemisphere alluding stimulation. The subjects were treated 5 days a week, 20 minutes per session, 30 to :i) training sessions according to the change of conditions for each subject. Graphic data of each subject were provided for visual inspection. The results obtained from the study are as follows: 1. Reading accuracy of the L -type children had increased. 2. Reading fluency of the P-type children had increased. 3. The ratio of substantial errors and time-consuming errors on total errors had changed but the change was not enough to transform the categorization of each subject, from L -type to P-type and vice versa. 4. After seven weeks from the termination of treatment, the improved reading accuracy and reading fluency of the subjects had been maintained. On the basis of these findings, the study was discussed to suggest that hemisphere stimulation intervention for dyslexics can be effective if it should be based on knowledge of reading development and hemispheric specialization and provides appropriate stimulation to enhance the targeted hemispheric specialization. The suggestion implies that when providing intervention for children with reading problems in educational settings, characteristics of their reading and the related hemispheric specialization, and ways to stimulate the hemisphere related to the target function can be considered for more effective remedial results.

목차

<요약>

I. 서론

II. 연구 방법

III. 연구 결과

IV. 논의

참고문헌

Abstract

<부록>