학습장애 아동의 읽기이해력 향상을 위한 중심내용 파악 및 자기점검 전략 훈련의 효과
Effects of a main idea strategy and self-questioning strategy training on the reading comprehension for children with learning disabilities
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초록
본 연구는 목적은 중심내용 파악 및 자기점검 전략 훈련이 학습장애 아동의 읽기이해력에 미치는 효과를 검증하는 것이었다. 연구 설계는 단일대상 연구 중 ABACAD 중다중재설계(multitreatment design)였다. 연구 대상은 초등학교 4학년 학습장애 아동 3명이었다. 실험은 8주 동안 총 40 회기에 걸쳐 실시되었다. 연구 결과, 중심내용 파악 및 자기점검 전략 훈련이 학습장애 아동의 읽기이해력 향상에 효과적이었다. 더불어, 중심내용 파악 전략 훈련은 중심내용 파악 능력을 향상시켰고, 자기점검 전략 훈련 역시 아동들의 자기점검 능력을 향상시켰다. 읽기이해력 하위 영역에 대한 검증 결과, 본 연구의 중재 프로그램은 사실적 이해력보다 추론적 이해력 향상에 더 효과적이었다. 연구 결과에 대한 논의와 결론이 제시되었다.
Abstract
The purpose of this study was to investigate the effects of a main idea strategy and self-questioning strategy training on reading comprehension of children with learning disabilities. The specific research questions examined in this study were (a) whether the main idea strategy training had an effect on children's ability to identify main idea, (b) whether the self-questioning strategy training had an effect on children's ability to generate questions, and (c) whether the main idea and self-questioning strategy training had an effect on children's reading comprehension including literal and inferential. The participants of the study included three fourth-grade children with learning disabilities. This study employed an multitreatment design(ABACAD) adapted from the single subject research. The results of the study were (a) the main idea strategy training improved the children's ability to identify main idea, (b) the self-questioning strategy training improved the children's ability to generate questions, and (c) the main idea and self-questioning strategy training improved children's literal and inferential reading comprehension. These results indicated that the reading strategy training employed in the study was an effective program for enhancing the reading comprehension of children with learning disabilities.
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