인공와우이식 학생과 건청 학생의 음운기억 특성 및 음운기억, 언어, 읽기의 관련성 비교 연구
Comparison of phonological memory characteristics and relationships of phonological memory, language, and reading between students with cochlear implants and normal hearing students
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본 연구는 인공와우이식 학생의 음운기억을 생활연령이 같은 건청 학생 그리고 읽기수준이 같은 건청 학생의 음운기억과 비교하여 인공와우이식 학생의 음운기억 수준 및 발달양상을 알아보고, 이들의 음운기억이 언어 및 읽기와 어떠한 관련성을 가지는지를 비교하여 인공와우이식 학생의 언어 및 읽기 발달에서 음운기억의 역할을 알아보고자 하는데 그 목적이 있다. 이를 위하여 초등 고학년 인공와우이식 학생 36명과 생활연령이 같은 건청 학생 48명, 읽기수준이 같은 건청 학생 44명을 대상으로 음운기억검사, 문장이해검사, 읽기이해검사를 시행하였다. 연구 결과, 인공와우이식 학생은 생활연령이 같은 건청 학생과 읽기연령이 같은 건청 학생보다 음운기억에서 낮은 수행력을 보였으며, 학년에 따른 음운기억의 발달이 나타나지 않았다. 또한 인공와우이식 학생의 음운기억은 읽기연령이 같은 건청 학생에서와 유사하게 언어능력 및 읽기이해와 상관이 있는 것으로 나타났으나 음운기억보다는 언어능력이 읽기와 더 높은 상관이 있었다.
Abstract
This study aims to investigate the level and developmental patterns of phonological memory for students with cochlear implants compared with those of chronological-age matched- and reading-age matched normal hearing students, and explore the role of phonological memory on language and reading development through analyzing the relationships of phonological memory, language, and reading for these students. For these purpose, syllable repetition test, sentence comprehension test, and reading comprehension test were performed for 38 higher-grade elementary school students with CIs, 48 chronological-age matched normal hearing students, and 44 reading- age matched normal hearing students. Results indicated that phonological memory skills of students with CIs were lower than those of CA matched- and RA matched normal hearing students regardless of conditions of the test, and their phonological memory skills didn’t develop with grade. Also, phonological memory of students with CIs was related with language and reading abilities similar to reading-age matched normal hearing students, but language had higher relationships with reading than phonological memory.
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