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RAN과제 반복훈련이 읽기장애아동의 단어 재인 속도와 읽기 유창성에 미치는 효과

Effects Repetitive Training of the RAN Task on Word Recognition and Reading Fluency for Children with Reading Disabilities

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RAN(빠른 이름 대기, Rapid Automatized Naming)과제는 숫자와 글자, 사물, 색상 과제를 빠르게 명명하는 과제로 주로 명명속도 측정도구로 사용된다. 본 연구에서는 이 과제를 읽기장애아동의 단어 재인 및 읽기 유창성을 향상시키기 위한 훈련과제로 적용하여 그 효과 여부를 살펴보았다. 초등학교 2학년에서 5학년까지 읽기장애 아동 40명을 각각 20명씩 실험집단과 통제집단으로 선정하였다. 총 15회기에 걸친 중재 결과 RAN과제 반복훈련을 받은 실험집단은 2음절 단어와 3음절 무의미 단어 재인 속도에서 통계적으로 유의하게 향상되었고, 읽기 유창성 역시 통계적으로 유의하게 향상되었다. 반면 통제집단은 단어재인 속도와 읽기 유창성 모두에서 사전사후 점수 간 통계적으로 유의한 차이가 없었다. 따라서 본 연구 결과는 RAN과제가 명명속도를 측정하는 도구로서 뿐만 아니라, 읽기의 주요 요소인 단어 재인과 읽기 유창성을 향상시키는 중재방법으로도 활용될 수 있음을 보여준다.

Abstract

Effects Repetitive Training of the RAN Task on Word Recognition and Reading Fluency for Children with Reading Disabilities

참고문헌 (66)

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