동시 읽기활동을 통한 학습장애아동의 읽기 명명속도, 정확도 및 읽기오류 분석
A Study on Naming Speed, Accuracy, and Reading Error of Child with Learning Disabilities through Poem Reading
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본 연구는 읽기 어려움을 겪고 있는 학습장애아동의 읽기 명명속도, 정확도 향상과 읽기오류 개선을 위해 동시 읽기활동을 실시하였다. 동시는 10편으로서 회기당 40분씩 총 29회기 실시되었다. 동시 읽기활동 과정은 3단계로 구성되었는데, 1단계에서는 제목과 내용에 관련한 이야기를 나누며 함께 동시 읽기, 2단계에서는 혼자서 동시읽기와 함께 외우기, 3단계에서는 혼자서 동시 외우기, 동시쓰기, 심상형성 과정으로 이루어졌다. 본 연구의 평가를 위해 사전사후로 수준별 교육을 위한 읽기진단검사를 실시하였다. 그 결과로서 첫째, 단어읽기의 평균 오류수, 수행율, 명명속도에서 향상을 보였으나, 소요시간에서는 크게 변화가 없었다. 둘째, 문장읽기의 평균 오류수와 정확도가 향상되었으며, 특히 4학년 읽기에서 명명속도의 향상을 보였다. 셋째, 단어읽기에서 나타난 음소대치와 첨가의 문제가 향상되었으며, 문장읽기에서는 음소대치와 연음에 대한 오류가 개선되었다.
Abstract
The purpose of this study was to see the improvement on naming speed, accuracy and reading error of child with learning disabilities through poem reading. The poem reading activities were practiced for 29 interventions. It was consisted of 3 levels. We talked about poem subject and read the poem together in first level. Child had to read th poem alone and we tried to memorize together in second level. Child tried to memorize alone and write the poem. Child made a imagination on the poem in the last level. The results were following: first, naming speed, accuracy, and reading errors in word reading were improved. But there wasn't change of the time required. Second, accuracy and reading errors in sentence reading were improved. The Naming speed of reading in the forth grade was improved. Third, phoneme substitution and addition in word reading were improved. Forth, phoneme substitution and prolonged sound in sentence reading were improved.
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