역동적 중재반응모델이 단어인지 성취도에 미치는 영향-7세 유아를 대상으로 음운인식을 결합한 파닉스 프로그램 적용-
Effects of Dynamic Response to Intervention Model on Word Recognition-Application of the phonics program combining phonological awareness for 7-year-olds-
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참고문헌
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초록
본 연구에서는 역동적 중재반응모델이 단어인지 성취도에 미치는 영향을 알아보고자 하였다. 이를 위해 7세 유아 69명을 대상으로 선별검사를 실시하여 일반 50명, 읽기학습장애 위험군 19명을 분류하고, 이 중 읽기학습장애 위험군은 실험집단(10명)과 비교집단(9명)으로 나누었다. 일반아동과 읽기학습장애 위험군 비교집단은 1단계(Tier 1) 중재에 배치되었고, 읽기학습장애 위험군 실험집단은 1단계 중재(Tier 1)와 즉각적인 3단계(Tier 3) 중재를 동시에 받도록 하였다. 중재 시작 후 8주가 되는 시점에 중간 검사를 실시하였고 , 중간 검사 후 6~7주의 중재가 더 실시된 후, 사후 검사를 실시하였다. 이렇게 수집된 사전, 중간, 사후 검사 결과를 다층성장모형을 통해 역동적 중재반응모델(1단계 중재+즉각적인 3단계 중재)을 적용한 읽기학습장애 위험군 실험집단과 비교집단의 읽기 성취를 비교, 분석하였다. 그 결과, 역동적 중재반응모델을 적용한 읽기학습장애 위험군 실험집단이 읽기 성취에 있어서 비교집단과 일반아동에 비해 통계적으로 유의미한 성장률을 보였다.
Abstract
In this study, we wanted to find out if the dynamic intervention response model is a word or word, and how it affects reading disability diagnosis rates. 69 seven-year-olds were screened for this purpose, and classified into 50 general children and 19 at risk for reading disabilites, among them, at risk for reading disabilites was divided into a experimental group of 10 and a comparison group 9. The average child and the comparative groups of at risk for reading disabilities were placed in Phase 1 (Tier 1) arbitration, while the experimental group of at risk for reading disabilities was required to receive both Phase 1 and Phase 3 interventions at the same time. At 8 weeks after an intervention beginning, we conducted intermediate inspection and after six to seven more weeks of arbitration, a post-inspection was conducted. Results of previous tests collected by the experimental and comparative groups were compared and analyzed. As a result, the at risk of read learning disability group using the dynamic intervention response model showed statistically significant growth rates compared to the comparison group and the average child in reading achievement.
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