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중재반응(RTI) 연구의 읽기 중재 요소 고찰

A Study on the Reading Intervention Factors of the Response to Intervention Research

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참고문헌

키워드

주제분류교육학

초록

본 연구는 학교기반 중재반응(RTI) 모델에 기초한 연구의 경향과 읽기 중재 요소를 파악하기 위하여 국외 학술데이터베이스에서 연구조건에 맞는 대상 논문 11편을 수집하여 분석하였다. 관련 논문을 분석한 결과 RTI 연구의 경향은 읽기 중재의 효과, 이중불일치 준거의 타당성, 학습장애 판별체계의 타당성, 읽기 중재에 반응하지 않는 학생의 특징 등을 평가하는 것으로 나타났다. 읽기관련 중재요소를 분석한 결과 중재대상자는 주로 초등학교 저학년(1 ~ 2학년)이었고 교사 외에 다양한 전문가들이 연구 수행에 공동으로 참여하였다. 중재유형은 여러 가지였으나 조기문식성교수를 적용한 연구가 많았고 중재관련 읽기구성요소는 음운인식, 단어인지, 읽기 유창성, 어휘, 이해의 5가지였고 읽기 유창성 검사를 가장 많이 사용하여 반응을 측정하였다. 중재는 주로 회기당 30 ~ 45분씩 소집단을 구성하여 주당 2 ~ 3회 또는 매일 수행하였다. 논의에서는 초등학교 읽기 위험군 학생을 위한 중재반응 모델 수행에 필요한 연구과제들을 제시하였다.

Abstract

This study review and analyze research articles to investigate the reading intervention factors of RTI researches for elementary students with reading disability. For this study the total of 11 research articles were selected from the major journals of special education and were reviewed on subjects such as intervener, subjects, type, and procedure of intervention, instruments for response measurement, and research result. The major conclusions are as followings: First, most of research were implemented by general and special teachers and experts such as clinician and graduate students. And the subjects of research reviewed in this study were mostly first and second grade elementary students. Second, the types of intervention were diverse but mostly applied early literacy program. The major factors in reading intervention included phonic awareness, word recognition, fluency, and understanding. Instruments for response measurement were mainly used for fluency testing which the most non-response students showed problems. Third, intervention were implemented in a small group with 2 or 3 times in a week or 30 to 45 minutes in every day. In discussion, this study suggest further research works for implementing RTI model for at-risk elementary students with reading problems.

참고문헌 (36)

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