학습만화를 활용한 독서활동이청각장애학생의 읽기 및 쓰기능력에 미치는 효과

Abstract

A Cartoon has the functional feature that is conveyed easily and quickly in a visual way as the special medium which has strong point of picture conductor and print media. These educational utilizing cartoons can be a very effective way to improve language ability of students who have special developed good eye sight but can not get information through their ears. So this study researched how much a learning cartoon influences on reading and writing ability of students with hearing problem, and I conducted a survey of 14 subjects of junior high school students with hearing problem, who were divided into two groups-experimental group and comparison group, consisted of 7students respectively. I made a comparative study of the two groups from March 2nd in 2010 to April 30th. The reading activities relating to the experiment were carried out by checking the result through evaluation paper for reading ability and evaluation paper for writing ability about the children's classic stories which they read before, after the student subjects reading a children's class story book which is selected and had never been read by them all, respectively for a week. First, before investigation, this study was carried out by checking for reading ability paper and writing ability paper after I had both of the two groups read a identical book which was general to them, to verify that the two groups were homogeneous as a preliminary inspection. Through 6 sessions, I had experimental group read a children's classic fairy tale cartoon and had comparison group read a general classic fairy tale. At the last session, I carried out post-test with reading ability paper and writing ability paper to check the change of two groups. Second, reading activities utilizing a learning cartoon were very effective to improve reading and writing ability of hearing-impaired students. The experimental group indicated that they had affirmative improvement with the result that the post-test was better than the preliminary inspection. On the other hand, the comparison group did not with the result that there was no difference between preliminary inspection and post-test. There was meaningful difference between the experimental group and comparison group.