읽기장애아동과 일반아동의 작업기억 특성 비교 연구
Working Memory Of Normal Children and Children with Reading Disability
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초록
본 연구는 초등학교 4, 5학년 학생들로 일반학교 특수학급에 재학 중인 읽기장애아동 24명과 일반학급에 재학 중인 일반아동 14명을 표집 하여 각 집단의 작업기억 특성을 비교하였다. 그 결과 중앙집행기 능력, 음운루프 능력, 시공간잡기장 능력에서는 읽기장애아동집단들과 일반아동집단 간 유의한 차이가 나타났으나, 읽기장애아동집단들, 즉 단어재인과 읽기이해결함 읽기장애아동집단과 읽기이해결함 읽기장애아동들 간에는 유의한 차이가 나타나지 않는 것으로 나타났다. 그러나 단어재인과 읽기이해 모두 결함이 있는 읽기장애아동과 읽기이해에만 결함을 가진 읽기장애아동, 읽기장애아동, 일반아동, 전체아동을 대상으로 읽기를 하위유형으로 나누어 작업기억 과제를 비교해보았을 때, 읽기와 작업기억 간에는 유의한 상관관계가 나타났다. 이는 작업기억이 읽기에 영향을 미치는 유일한 요소는 아니지만 읽기능력에 있어서 중요한 요인임을 보여주는 결과라 할 수 있다.
Abstract
The purpose of this study was to compare working memory of normal children and children with reading disability. The examines were composed of 14 normal children, 12 children with reading disability in both word recognition and comprehension deficits and 12 children with reading disability in comprehension deficits only who are fourth and fifth grade in elementary school. The result obtained in this study were as follows: (1) The scores of executive system task of groups with reading disbility were significantly lower than normal children. This means that children with reading deficits have excutive system competence deficits. (2) The scores of phonological loop task of groups with reading disability were significantly lower than normal children. This means that children with reading deficits have phonological loop competence deficits. (3) The scores of visuospatial sketchpad task of groups with reading disability were significantly lower than normal children. This means that children with reading deficits have visuospatial sketchpad competence deficits. (4) Relationship was found between reading ability and working memory in children. This means that working memory is not unique component in reading, nevertheless it's important cause in reading ability.
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