청각장애학생 읽기유창성의 초기읽기 하위 구인 비교 연구: 시각적 발음 교수법의 교육적 함의
Comparison Between 2nd grade Reading Level Hearing Impaired and Hearing Reading Control Group on the Reading Fluency Sub-factor: Implication of Visual Phonics
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초록
연구목적: 본 연구는 초 2학년 읽기수준의 청각장애학생의 읽기유창성에 영향을 미치는 음운인식과 빨리읽기의 기여도를 초 2학년 건청아동과 비교하여 유사성과 차별성을 살피고자 수행되었다. 연구방법: 4명의 연구원이 직접 학교를 방문하여 청각장애학생(N= 50) 과 건청학생(N=60)의 읽기 이해력, 음운인식, 명명속도, 읽기유창성, 어휘력을 집단 또는 개별로 검사하였으며 PLS regression과 t- test로 분석되었다. 연구결과: 1) 청각장애학생은 건청아동과 비교하여 초성 음절수준 음운인식, 초성 음소수준 음운인식에서 유의한 차이를 보였다 2) 청각장애학생의 읽기 이해력에 영향을 미치는 요인으로 어휘력, 음운인식, 작업기억순서로 나타났으며 건청학생은 어휘력, 작업기억, 빨리읽기의 순서로 나타났다. 3) 초2 수준청각장애 읽기의 읽기 유창성에 영향을 미치는 요인으로 음운인식 잠재변인이 여전히 읽기유창성에 영향을 미치는 요소로 나타났다. 결론: 초등학교 2학년 읽기수준에서 음운인식이 작은 영향을 줌에도 불구하고 청각장애의 경우는 여전히 음운인식이 읽기이해력의 주요한 설명변인인 것은 청각장애학생의 음운인식이 건청아동에 비하여 충분히 발달되지 않은 이유로 생각된다. 시사점: 음운인식의 문제를 해결하기 위하여 독화와 조음적 피드백을 넘어 큐드스피치나 비쥬얼파닉스의 활용으로 읽기가 자동화단계로 발전하는데 기여함이 필요하다.
Abstract
Purposes: This research compare the contributions of phonological awareness and rapid automatized reading to reading fluency between 2nd grade reading level hearing impaired(N=50) and reading age control group(N=60). Method: To compare the similarity and difference between two groups, researchers tested reading comprehension, maze reading fluency and 4 level of phonological awareness tests, 4 level of reading automatized naming, and analyzed by PLS regression and t tests. Results: 1) Hearing impaired group had significant difference between hearing reading age control group in onset rime syllable level phonological awareness and onset level Phoneme awareness. 2) Hearing impaired group had contribution to reading comprehension in order of Vocaburary, Phonological awareness, Working memory, compare Vocaburary, Working memory, Rapid Automatized Naming. 3) In the 2nd grade reading level of hearing impaired students phonological awareness factor contribute to the reading fluency. Conclusion: Hearing impaired’s phonological awareness factors of 2nd grade reading level is still important factors to reading fluency and needs to develop compare to same reading level. Implications: Hearing impaired students needs overcome phonological awareness problem, and cued speech and visual phonics can be helpful for the automatized reading level.
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