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이야기 지도 전략 교수가 읽기장애학생의 읽기이해 성취도에 미치는 효과

The Effect of Story Map Strategy Instruction on Reading Comprehension Achievements of Students with Reading Disabilities

강은영|김의정|김애화
한국특수교육문제연구소 (Research Institute of the Korea Special Education)|2013.06|특수교육저널:이론과 실천 (Journal of Special Education: Theory and Practice)|제14권 제2호|pp. 67-95

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참고문헌

키워드

학습장애읽기장애learning disabilities이야기 지도 전략 교수읽기이해 성취도reading disabilitiesstory map strategy instructionreading comprehension achievement
주제분류교육학

초록

본 연구에서는 이야기 지도 전략 교수가 읽기장애학생의 읽기이해 성취도에 미치는 효과성을 검증하고자 하였다. 이를 위해 서울시에 소재한 초등학교 3학년에 재학 중인 세 명의 읽기장애학생이 본 연구에 참여하였다. 본 연구에서 실시한 중재의 효과를 조사하기 위해 A-B 설계를 세 참여자에게 반복 적용하였다. 연구결과에 따르면, 중재의 실시와 함께 모든 참여자의 읽기이해 성취도가 기초선에 비해 향상된 것으로 나타났다. 뿐만 아니라 유지기간 동안 모든 참여자의 읽기이해 성취도가 중재단계와 비슷한 것으로 나타나 중재기간에 습득한 읽기이해 성취도 평가 점수가 유지된 것으로 나타났다. 이러한 결과는 이야기 지도 전략 교수가 읽기장애학생의 읽기이해 성취도를 향상시키는데 효과적인 중재임을 시사한다. 본 연구 결과의 요약 및 연구 결과의 제한점이 논의되었다.

Abstract

The purpose of this study was to examine the effect of story map strategy instruction on reading comprehension achievement of students with reading disabilities. The participants were three 3rd grade children with reading disabilities who were enrolled in a public elementary school in Seoul. The AB design was repeatedly employed across three participants. According to the results, all three participants’ reading comprehension average scores significantly increased upon the implementation of the intervention. Furthermore, the reading comprehension average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the story map strategy instruction was an effective intervention to improve reading comprehension of students with reading disabilities. The summary of the results and limitations of this study were discussed.

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