중재반응 모델에 근거한 수학학습장애학생의 연산능력 발달패턴 탐색 및 분석
Computation developmental Patterns of students with MLD based on Responsiveness to intervention.
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이 연구의 목적은 최근 학습장애 진단 준거로서 제시되고 있는 중재반응 모델에 근거하여 초등학교 저학년 학생들의 일반적인 연산 수행능력 발달 패턴(수행수준과 성장속도)과 수학 학습장애 학생의 연산능력 발달패턴 및 중재 효과를 탐색하는 데 있다. 이에 연구대상으로는 서울, 인천, 경기에 소재하는 초등학교 4개교에 재학하는 23학년 일반학생 237명(2학년=117명, 3학년=120명)과 동일 지역에 소재하는 초등학교 10개에 재학하는 수학 학습장애 학생 104명(2학년=45명, 3학년=59명)이 참가하였다. 연구결과 초등학교 23학년 학생들의 연산 능력의 발달은 개인이 지닌 연산능력에 따라 서로 다른 경향성을 보였으며, 수학학습 장애학생은 초기값과 성장률 모두에서 또래의 일반학생에 비하여 낮은 수행능력을 나타내었다. 또한 HLM(위계적 선형모형)을 통한 중재효과 분석에서 통제집단의 자연성장률과 실험집단의 중재효과 및 처치타당도를 확인할 수 있었다.
Abstract
The purpose of this study was to investigate developmental patterns(performance level and rates of growth) of students with MLD(mathematical learning disabilities) and without MLD in elementary school and effects of intervention based on RTI(Responsiveness To Intervention). For this purpose, 237 students (grade 2 = 117 students; grade 3=120 students) without MLD and 104 students (Grade 2 = 45 students; Grade 3=59 students) with MLD participated. All students with MLD were significantly below grade level and had an low Intelligence quotient(above -2 SD). The results of this study showed that developmental patterns of students was not consistent. Their developmental patterns is dramatically diverse according to the model to estimate the trajectories and the performance levels. And we knew students with MLD had a problem in a computational development patterns of MLD. Also, we suggested the effects of intervention and the validity of treatment.
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