스크립트화된 합성 파닉스 교수가 읽기장애학생의 한글 단어인지에 미치는 효과
The Effect of Scripted, Synthetic Phonics Instruction Program on Word Identification of Children with Reading Disabilities
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본 연구에서는 스크립트화된 합성 파닉스 교수가 한글 해득에 어려움을 보이는 읽기장애학생의 단어인지에 미치는 효과성을 검증하고자 하였다. 이를 위해 경기도에 소재한 초등학교 1, 2학년에 재학 중인 세 명의 읽기장애학생이 본 연구에 참여하였다. 본 연구에서 실시한 중재의 효과를 조사하기 위해 행동간 중다 간헐 기초선 설계(multiple baseline probe design across behaviors)를 세 참여자에게 반복 적용하였다. 연구 결과에 따르면, 중재의 실시와 함께 모든 참여자의 개별 평균 단어인지 점수가 기초선에 비해 급격히 향상된 것으로 나타났다. 뿐만 아니라 유지기간 동안 모든 참여자의 개별 평균 단어인지 점수가 중재단계와 비슷한 것으로 나타나 중재기간에 습득한 단어인지 점수가 유지된 것으로 나타났다. 이러한 결과는 스크립트화된 합성 파닉스 교수가 한글을 해득하는데 효과적인 중재임을 입증하는 것이며, 교육현장에서 한글 해득에 어려움을 보이는 읽기장애학생들에게 유용하게 활용될 수 있다는 점을 시사한다.
Abstract
The purpose of this study was to examine the effect of scripted, synthetic phonics instruction program on word identification of children with reading disabilities who have problems with decoding Korean words. The participants were three 1st and 2nd grade children with reading disabilities who were enrolled in a public elementary school in Gyonggi-do. The multiple baseline probe design across behaviors was repeatedly employed across three participants. According to the results, all three participants’ word identification average scores significantly increased upon the implementation of the intervention. Furthermore, the word identification average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the scripted, synthetic phonics instruction program was an effective intervention to teach decoding Korean words which is a language with shallow orthography. The results also suggested that the scripted, synthetic phonics instruction program can be useful when teaching children with reading disabilities who have problems with decoding Korean words in educational contexts.
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