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학습장애 위험학생 대상 개별화 증거기반 읽기유창성 프로그램 사례연구

A Case Study of Individualized Reading Fluency Program for Students At-risk for Learning Disabilities

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초록

본 연구는 읽기유창성에 현저한 어려움을 보이는 초등학교 중학년(3~4학년) 학습장애 위험학생 3명을 대상으로 개별화 증거기반 읽기유창성 프로그램을 적용하고 그 효과를 분석하고자 하였다. 개별화 증거기반 읽기유창성 프로그램은 읽기유창성의 세 가지 구성개념, 음운규칙, 증거기반실제의 원리를 바탕으로 연구참여자 개인의 교육적 요구와 특성을 고려하여 개발되었고, 총 15회기에 걸쳐 일대일 형태의 개별 중재를 제공하였다. 사전/사후 검사를 비롯한 진전도 검사를 통해 초등학교 중학년 학습장애 위험학생의 읽기유창성 및 오독률의 변화를 살펴보았다. 연구 결과, 본 연구의 프로그램이 초등학교 중학년 학습장애 위험학생의 읽기유창성 능력 향상에 긍정적인 영향을 미친 것을 확인하였으나, 그 정도는 참여자에 따라 상이하게 나타났다. 이러한 결과를 바탕으로 본 연구에서는 읽기장애 위험학생 대상 읽기유창성 프로그램의 적용에 대한 논의를 제시하였다.

Abstract

The purpose of this study was to apply an individualized evidence-based reading fluency program to 3 middle-grade elementary school students at-risk for learning disabilities, and to analyze the effects. The intervention program was developed in consideration of the educational needs and characteristics of each participant based on the three constituent concepts of reading fluency, phonological rules, and evidence-based practice. Total of 15 sessions were provided for each participant. The improvement of the participants were analyzed by the change of reading fluency scores and error rates. The results showed the individualized evidence-based reading fluency program had positive effects on reading fluency of students at-risk for learning disabilities, but the degree of improvement varied by participants. Based on these results, implications on reading fluency interventions for students at-risk for reading disabilities were discussed.

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