학령기 인공와우이식 아동의 읽기 이해력과 관련 변인에 관한 연구
Reading Comprehension and Factors Affecting the Reading Outcomes in School-Aged Children with Cochlear Implants
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본 연구에서는 학령기 인공와우이식 아동의 읽기 이해력을 살펴보고, 읽기 이해력에 영향을 주는 변인을 살펴보고자 하였다. 5세 미만에 인공와우이식을 받고, 중복장애와 심한 내이기형이 없으며, 일반 초등학교에서 교육을 받고 있는 청각장애 초등학생 31명(1-6학년)을 대상으로 하였다. 대상 아동의 읽기 이해력은 수준별 교육을 위한 읽기 진단 검사를 사용하여 평가하였으며, 말지각, 자음정확도, 수용어휘, 단어재인 검사도 함께 실시였다. 학령기 인공와우이식 아동의 읽기 이해력을 예측할 수 있는 변인이 말지각, 자음정확도, 수용어휘, 단어재인 점수 중에서 어떤 것인지 살펴보기 위해서 단계적 중다회귀분석을 실시하였다. 연구 결과, 대상 아동의 33%는 정상적인 읽기 발달을 하고 있었다. 아동의 평균 읽기 이해력은 2.1학년 수준이고, 읽기 발달의 지연 정도는 1.4학년으로 나타났다. 말지각, 자음정확도, 수용어휘 발달률, 단어재인 중에서, 수용어휘 발달률이 인공와우이식 아동의 읽기 이해력을 예측해주는 유의한 변인으로 나타났다. 즉, 인공와우이식으로 청각장애 아동의 일부는 정상적인 읽기 이해력의 성취가 가능하며, 수용어휘 발달이 정상적인 읽기 이해력 발달에 중요한 역할을 하고 있었다. 이 연구 결과를 토대로 읽기 이해력 발달에 지연이 있는 인공와우이식 아동을 위한 맞춤형 교육 프로그램 개발이 필요하겠다.
Abstract
The purposes of this study were to examine the reading comprehension of school-aged children with cochlear implants(CIs) and to investigate factors affecting their reading comprehension skills. Thirty-one school-aged children who received a CI under 5 years old participated in this study. They had no severe inner ear malformation and multiple handicaps. The study examined reading comprehension skills by the criterion referenced reading comprehension test. Children's speech perception, articulation, receptive vocabulary, and word recognition were assessed to investigate the significant factors affecting reading comprehension skills. The results suggested that there was a wide range of performance on reading comprehension skills from normal to severe developmental delay. 33% of children with CIs obtained grade-level equivalent reading comprehension skills. The rate of the receptive vocabulary development was the significant factor affecting reading outcomes. A wide range of reading outcomes would depend on their receptive vocabulary skill in children with CIs. Children with CIs may have a potential risk for improvement in reading comprehension skills, so these children should be identified early and provided with reading and language intervention.
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