자폐 스펙트럼 장애 아동의 읽기기술에 관한 연구동향
Research Trends in reading skills of children with autism spectrum disorder
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이 연구는 자폐스펙트럼장애(Autism Spectrum Disorder: ASD)인들의 읽기기술능력을알아보고자 2000년부터 2014년까지 이루어진 자폐스펙트럼장애인들의 읽기기술에 관한 논문 29편을 조사하여 장애종류 및 연령과 같은 일반적인 특징과 검사도구 및 검사결과에 대한 동향을 살펴보았다. 분석결과, 연구대상의 장애종류는 고기능자폐(High Functioning Autism: HFA), 아스퍼거증후군(Asperger's Syndrome: AS)이 많았다. 비교대상은 일반적발달아동(Typical Development: TD) 뿐만 아니라 단순언어장애(Specific Language Impairment: SLI), 주의력결핍과잉행동장애(Attention Deficit Hyperactivity Disorder: ADHD)와 같은읽기장애군도 활용되었다. 읽기검사결과는 해부호화, 어휘, 문장이해로 나누었으며 이 중 해부호화는 일반발달아동과 자폐스펙트럼장애 아동 사이에 유의미한 차이가 존재하지 않았다. 어휘는 일반발달 아동에 비해 수용어휘와 표현어휘 활용 능력에 있어 크게 뒤처지지 않았으나, 어휘의 수가 제한적이고 심리관련상태를 나타내는 어휘 말하기에 대해서는 취약한 모습을 보였다. 문장이해는 자폐스펙트럼장애인들이 일반발달 아동들에 비해 유의미한 정도의 지체를 보였다. 요약하면, 자폐스펙트럼장애 아동들은 읽기영역 중 단어 및 해부호화와 같은 영역에서는 일반발달 아동에 비해 떨어지지 않는 사례가 많았지만, 문장이해와 같은 전반적인영역에서는 유의미한 정도의 어려움을 많이 경험하는 것으로 밝혀졌다.
Abstract
This review paper aims to identify an actual reading skill among children with autism spectrum disorder(ASD) by analyzing 29 related empirical papers that have been published from year 2,000 through 2014. To this end, authors conducted a comparative analysis with regard to differences in demographic characters, including age and types of ASD among research participants, and investigated whether differences in actual reading skill between children with ASD and those with typical development(TD). Findings indicated that most papers being investigated in this study turned out to employee with who have High Functioning Autism(HFA) or Asperger's Syndrome(AS) as their research participants. Some researchers have employed children with ASD as well as secondary disabilities such as speech disorder or intellectual disability for their study. Most researchers were found to use children with typical development(TD), specific language impairment(SLI), or attention deficit hyperactivity disorder(ADHD) as comparison groups. Findings also suggested that age of research participants among 29 papers tend to be element school attendees between first and third grade. No significant differences existed between children with TD and those with ASD with regard to decoding. Further, children with ASD did not show a significant delay in receptive vocabulary and expressive vocabulary as compared to children with TD. However, it was found that children with ASD to know less vocabulary ed to have difficulty understanding and utilizing vocabulary for expressing emotional state as compared to their counterpart. In addition, children with ASD were found to have a difficulty in sentence comprehension.
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