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다 전략 읽기교수를 통한 초등학교 고학년 읽기학습장애아동의 설명문 이해력 향상

Improving Comprehension of Expository Text in Upper Level Elementary Students with Reading Disabilities through Multiple Strategy Instruction

최혜승|권택환|김의정
국립특수교육원 (National Institute of Special Education)|2008.12|특수교육연구 (Journal of Special Education)|제15권 제2호|pp. 239-263|DOI 10.34249/jse.2008.15.2.239

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참고문헌

키워드

reading comprehensiongraphic organizers설명적 글expository text읽기이해읽기학습장애reading disabilities읽기중재reading comprehension strategyreading intervention도식조직자다 전략 읽기교수읽기이해전략multiple strategy instruction

초록

본 연구의 목적은 다 전략 읽기교수가 초등학교 고학년 읽기학습장애아동의 설명문 이해력 향상에 미치는 효과를 조사하는데 있었다. 본 연구에는 전라남도 Y시에 소재한 일반초등학교 5, 6학년에 재학 중인 3명의 읽기학습장애아동이 참여하였으며, 단일대상연구 설계의 하나인 대상자간 중다 간헐 기초선 설계(multiple probe design across participants)를 사용하여 중재의 효과를 조사하였다. 연구결과 짧은 중재기간 내에 모든 참여자들의 설명문 읽기이해력이 기초선에 비해 상당히 향상되어 다 전략 읽기교수가 초등학교 고학년 읽기학습장애아동의 설명문 이해력 향상에 효과적인 것으로 나타났다. 또한 중재가 중단된 후에도 참여자들의 읽기 이해력 점수가 유지되었다. 끝으로 본 연구의 제한점, 향후 연구방향, 그리고 교육현장에 주는 시사점을 논의하였다.

Abstract

This study examined the effects of the multiple strategy instruction on the reading comprehension of expository text in upper level elementary students with reading disabilities. Participants were three 4th and 5th students with reading disabilities attending an elementary school in Y city in Jeollanamdo. A single subject, multiple probe design across participants was employed to investigate the functional relationship between the multiple strategy instruction and the reading comprehension of expository text in upper level elementary students with reading disabilities. The results of this study indicated that all participants' reading comprehension scores were significantly improved within short intervention times. Moreover, the intervention effects were maintained after the intervention were discontinued. The results and limitations of this study, directions for future research, and implications were discussed.

참고문헌 (34)

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