읽기장애학생과 일반학생의 읽기능력 특성 비교 및 읽기 하위 변인간의 관계 연구
A Study of Comparison of Reading Abilities Characteristics between Students with Reading Disabilities and General Students and Correlation of Reading Ability Variables
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초록
읽기는 텍스트를 읽고 의미를 구성하는 복잡한 인지적 활동으로 읽기를 위해서는 다양한 지식과 기술이 요구된다. 본 연구는 읽기에 어려움을 가진 읽기장애학생의 읽기능력 특성과 읽기능력에 영향을 미치는 읽기 하위 변인을 알아보고자 하였다. 구체적인 목적은 첫째, 읽기장애학생과 일반학생의 읽기능력 특성을 비교하고, 둘째, 읽기장애학생과 일반학생의 읽기 하위 변인간 상관을 알아보며, 셋째, 읽기장애학생과 일반학생의 읽기이해력에 영향을 미치는 읽기 하위 변인을 알아보고자 하였다. 이를 위해 초등학교 특수학급에 재학 중인 읽기장애학생(28명)과 통합학급의 일반학생(28명), 총 56명을 대상으로 읽기진단검사를 실시하였고, 자료의 처리를 위해 이원변량분석, 상관분석 및 중다회귀분석을 실시하였다. 연구의 결과 첫째, 읽기장애학생의 읽기능력 특성은 일반학생에 비해 단어파악, 읽기유창성, 읽기이해 및 듣기이해에서 유의미하게 낮은 수행을 보였다. 둘째, 전체학생 읽기의 하위 변인에서 읽기이해는 듣기이해, 읽기유창성 및 단어파악과 매우 높은 상관을 보였으며, 셋째, 읽기이해에 대해 유의미한 설명력을 갖는 변인은 듣기이해, 읽기유창성 및 단어파악으로 나타났다. 이와 같은 결과를 토대로 읽기장애학생의 읽기지도에 대한 시사점을 제시하였다.
Abstract
The reading is complex activity constructing meanings, so various knowledge and skills are needed for successful reading. The purposes of this study were as follows: First, to compare reading abilities characteristics between students with reading disabilities and general students. Second, to know about the correlation of reading ability variables of students with reading disabilities and general students. Third, to know about the influence of variables on reading comprehension. For this study, 56 elementary school students(28 students with reading disabilities and 28 general students) were employed and tested by Reading Diagnosis Test. The data analysis method were two-way ANOVA, correlation analysis and multiple regression analysis. The results of this study were as follows. First, the performance of students with reading disabilities was lower than general students in word recognition, reading fluency, reading comprehension and listening comprehension. Second, the ability of reading comprehension had high correlation to listening comprehension, reading fluency and word recognition. Third, the influenceable variables for reading comprehension were listening comprehension, reading fluency and word recognition. Based on this results, some suggestions were provided for teaching students with reading disabilities.
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